Last year I bought a new car. I was driving a large SUV and wanted to find a car that was better for the environment and cheaper on gas – I live out in the country and do a lot of driving. I really wanted a Tesla, but I didn’t buy one, here is why:
- Concerned about charging stations – if I wanted to travel from Ottawa to Hamilton (where all my family lives) I would have to stop at least once to recharge which would take at least 45 minutes and I usually don’t stop along the way.
- Limited infrastructure – charging stations, concerns about charging it at home and at work etc.
- The fear of the unknown – I’ve only owned gas fueled cars before
I know that driving an electric car is where I need to go next, but when I bought my last car I wasn’t ready to make the change. Ultimately, if I am going to drive an electric car I will have to change what I know about driving I will have to change my habits, I will have to unlearn what I know about owning a vehicle. When it is time for the next vehicle, I will be ready.
In education we have a similar situation. Many people see the need for change, but have not wrapped their heads around or come to terms with how to make the change from gas to electric or teacher lead / grade driven to student lead / reflective practice.
Five years ago I decided enough was enough and I made that transition from gas to electric in my classroom. I went from the teacher telling the students what and how to learn to a facilitator that provides a framework, suggestions, guidance and support to students.
As a gas fueled teacher I was the one always in control. I had my students learning what I thought was the most important. I had all my students complete all the same assignments and learn all the same things. I assessed my students all the same way and I focused mostly on the content of the course rather than on skills.
As an electric fueled facilitator I now expose my students to different issues / organizations, professions in the field that we are studying, I let my students passions / interests drive their learning, I help connect them with community, I challenge them to get out of their comfort zones, I support them in creating networks that will help them now and in the future. I help my students find their passions and help provide them with skills that will allow them to pursue those passions all while obtaining credits. My role is to coach them in their learning and to help them reflect and learn from what they do in the classroom. I have given up a lot of the control.
It has taken me five years to get to where I am, I get that it takes time to make the shift. Throughout my journey I have had many conversations with curious educators who want to make the shift. I have had the opportunity to share what I am doing at a few conferences and PD Days and the most frequently asked comment / question is usually, I love what you are doing, but how do I make this happen? What I have found is this can’t be answered in a 50 minute session or over coffee. Therefore, I am excited to announce that I am in the process of creating an online course / workshop to help guide educators looking to make the shift, but just don’t know where to start. It is still in the infancy stage but for those who enrol, it will be a place to learn and understand your own why, a place to network with other educators and finally a place to brainstorm and reimagine your classroom.
Who’s ready to make the shift from gas to electric?
Thanks for unlearning with us.
Cheers, R 🙂