So it begins

 

It is with a mixture of both trepidation and excitement that I begin these first steps toward becoming a teacher. Truth be told it is a journey I started decades ago, with a few diversions and speed humps along the way.
My relationship with learning has always been a complex one. An academic record that even in primary school swung wildly between excellent and obstinate. I was the frustration of my teachers and parents alike. Adults that could see potential, glimmers of enthusiasm for learning that were impossible to catch and ignite long enough to gain momentum. In turn made worse by a wild youth and resolute attitude that trapped me in short term excitement and long term disappointment.
When I finally managed to embark on  my tertiary journey in my late 20's I thrived as I shrugged off self doubt and allowed myself a fully immersive experience.
The hot stone I carry is my failed attempt at an honours year that saw me stumble and the finish line. Hurdle after hurdle had me down and I walked away, convinced I could continue with self-driven learning and return to finish what I started sooner rather than later.

 I blinked and 15 years had passed.

These were year rich in experience and meaning, I moved to a new city, became a partner, a parent, a son in law. I started a business, lost a business, supported my wife through a year of terrible cancer treatment, and in turn got to know my own mother better as I turned to her for support and guidance. Her influence in my decision to begin this new journey seemingly so much further down the path than many of my fellow students cannot be underestimated. A teacher for more than 35 years she is now an assistant principal and considers the past 5 years to be the happiest and most fulfilling of her career. Her encouragement and advice have already been invaluable.

when articulating my philosophy of both learning and teaching I find it is impossible for it not to be personal and subjective. How did I learn? Who taught me? when was I listening and when was I rejecting what I had been told? Had I not always been a student? Even when work was mundane as driving a bread truck I was still exploring notions of writing local histories of inner city streets constantly thinking of ways I could perhaps open the door again.

Learning should be a lifelong ambition, one that is full of curiosity and genuine wonder.
Learning is about listening, making connections, firing up the imagination.

Teaching can be a lifelong ambition, one that is full of curiosity and genuine wonder.
Teaching is about listening, making connections, firing up the imagination.

They are two sides of the same coin.