“Change how you see and see how you change.”—Japanese Zen proverb
I just returned from a trip to Tokyo, Japan. I was attending a Teachers College Reading and Writing Project (TCRWP) Institute for Inquiry-Based International Schools: A Deep Study of Multilingualism, Culturally Responsive Teaching, and Inquiry. I am a passionate lifelong learner, in part, because I believe as educators, we must continue to engage in the type of learning we are asking of our students. Consequently, I have intentionally sought out diverse learning experiences that stretch me by stepping out of my comfort zone. While attending this institute, I felt validated by the work I have already done to develop a substantial breadth and depth of knowledge and experiences. I was also simultaneously humbled by all I have yet to learn. The staff developers from TCRWP are truly expert educators who are extremely knowledgeable and ground their craft in research. Every lesson they teach is effective and efficient because they consistently, masterfully, and seamlessly teach in a way that weaves all that they know into a lesson. Although this institute was no exception, I think my most profound learning from this trip occurred on a much more personal level.
I traveled to Tokyo by myself. It was the first time I traveled internationally alone. It was both exciting and scary at the same time. Despite my best efforts to plan and even though I had a colleague whom I met at a research conference years earlier meet me at the airport to help, the culture shock was overwhelming. Some might say it was traumatic. I have come to dislike that word—trauma. We often think of trauma as a BIG event (which this probably met that criteria), but I think that word often diminishes the ‘trauma’ that comes with chronic stress and anxiety that we (both educators and students) feel every day. The stress and anxiety that each of us feels is a very personal thing that takes a very real toll on our emotional, physical, and mental well-being. When I think of Marc Brackett’s Mood Meter (which I share with my class every year) in his book,Permission to Feel: Unlocking the Power of Emotions to Help Our Kids, Ourselves, and Our Society Thrive, stress and anxiety are in the red zone—meaning those feelings can often cause our brain to shut down in a way that inhibits our ability to learn. Brain researchers might refer to being in the red zone as an ‘amygdala hijack,’ or a time when all “cognitive functions such as learning, problem solving, or creative thinking stop” (Hammond, 2015). Brain researchers also remind us that our brain function works better when we have the opportunity to work and learn alongside others.
I mistakenly assumed that arranging for my transportation back to the airport would be easy once I arrived at the institute. I thought there would be other attendees that were headed to the airport, so we would be able to travel together. Nope! None of the other attendees were headed to the airport at the same time. No problem, the hotel would probably have transportation. Nope! Not to the airport I had traveled through. TCRWP organizers said the limousine bus was cheap and easy. Nope! Even the attendees living in Japan could not navigate the website. A taxi would be extremely expensive because the airport I flew into was two hours away by car. That left the train. The intricate system of trains is a great option for those living in the country, but for an outsider—can you say HIGH learning curve! I was close to having a panic attack. I have a doctoral level education and I felt myself emotionally, physically, and mentally shut down. How was I going to get to the airport—to get home? The hotel staff was very kind and helpful, but they made the train option sound so simple. For me it did not feel simple, so boy did I feel stupid.
The next morning, I shared my problem with the fellow attendees at my table. Everyone at the table immediately opened their computers and began searching for options that I felt comfortable with to help me get to the airport. Long story short, another attendee spent almost two hours walking me to the train station, helping me find an express train (no scary transfers), assisting me in buying the correct ticket, and showing me around the train station. He stayed with me until I felt comfortable navigating the process on my own. I was SO moved by the kindness and humanity of others!
I wanted to hold onto those feelings I was experiencing. The feelings of anxiety, stress, and helplessness that I am sure some of my students experience every day. I wanted to remember that has teachers what we teach has become so second nature to us, that we forget how difficult it can feel to others who are trying to learn. I wanted to understand what other attendees/educators did to help me overcome those feelings and learn, so that I could do the same for the kids in my classroom. I wanted to do this because this trip changed how I see, so that I could change and do better for the kids (and families) I serve.
As the learner in this situation, I felt alone. I knew that I had to execute a move independently with little or no time/practice. I initially felt stupid asking others for help when they didn’t validate my feelings, even though they were trying to be helpful, and made it sound easy because it was for them. I felt myself start to shut down when I needed to open up and persist in processing information to figure out the problem.
As an educator, I notice my new friends use the following educator moves:
· First, and foremost, they validated my feelings. They shared similar experiences, so I didn’t feel stupid.
· Because I no longer felt stupid, I felt comfortable asking probing questions and having a discussion. This freed my mind to engage in problem solving.
· We worked together to find a solution and create a plan/strategy that fit my needs and worked for me (individualized learning at my level of need and understanding).
· My ‘teacher’ friend was not a ‘sage on the stage,’ instead he walked alongside of me—coaching and supporting me until I felt comfortable to take over the learning independently.
· During the entire process there was always an unspoken assumption/expectation that I could achieve this task. The learning was not ‘dumbed down,’ instead it was scaffolded up. This was HUGE!
I hope I can hold onto what I have learned, from the institute and from my new educator friends, and apply it in my classroom. I am grateful for this profound experience. I am grateful for positive affirming relationships. I am grateful for the power of perspective and how it helps us change for the better.
Brackett, M. (2019). Permission to feel: Unlocking the power of emotions to help our kids, ourselves, and our society thrive. New York, NY: Celadon Books.
Hammond, Z. (2015). Culturally responsive teaching and the brain: Promoting authentic engagement and rigor among culturally and linguistically diverse students. Thousand Oaks, CA: Corwin.
