The challenge of true commitment

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Commitment is something that I think every person, regardless of their profession, needs to seriously consider and demonstrate in their practice. It's extremely easy to say that you are committed to something, without truly being committed to it. Reflecting back on EDUC 8P50, we discussed how a lot of people who think that they are committed to something are really just "playing the game." When we were discussing the notion of "playing the game" last year in 8P50, we were usually referring to playing the game of school, but I think this concept can be applied to anything in life. To me, "playing the game" means that you just meet the necessary requirements that are expected of you to pass by in whatever you are doing. Look back at teachers that you've had in the past, and think about the ones who were simply "playing the game," compared to the ones who were CREATING the game. It is clear as to which ones were doing what. The ones who were creating the game were absolutely committed to the learning that was taking place, and committed to putting their best foot forward in their teaching practices.

Just last week, I was in a performance class presenting a Shakespeare monologue for my classmates and my professor, and experienced an intense level of commitment from my professor. The first pass of my monologue was really focused on the process of wrapping my head around the language of Shakespeare, rather than a polished, performance-ready product. Therefore, after I had completed performing my scene, my professor asked how I felt about what I had just presented. This question was my first clue that my professor genuinely cared about what I was doing, and how I was learning the material. She then proceeded to ask me questions about my monologue and coach me through sections of my performance that were unclear. Now when I say that she coached me, I don't mean that she stood on the sidelines and ordered me to do certain things, or think a certain way. She instead, did whatever she could to help me understand the text, whether that was getting me to perform physical actions, being physically involved herself, or having the class become involved in my performance to generate different perspectives and ways of thinking and speaking the complex language of Shakespeare.

Why was this experience so useful and inspirational for me? Because my professor was committed to what she was teaching, what I was doing, and what I was learning. It's not like this was a one-time deal on her part either. She is committed to every single person in the class when they get up to perform their monologue. She takes the time to direct all of her energy, knowledge, and teaching practices towards the single student who is presenting at the given time. By talking to my classmates about their experience in the class, it is clear that they have the same appreciation for this professor as I do. It all starts with the professor being committed to the class, the material, and the students. Instead of simply watching and listening to each performance and giving a short remark at the end of the presentation about how we could improve, she dives into the work with us, and explores the process of learning by catering to each person's learning style as she works through the material with each individual. She CREATES the game of learning, and does not simply play the game by going through the motions that most teachers do.

Being completely committed to what you're doing is extremely difficult, but that is what separates the great teachers from the good teachers. It is important to find the will within yourself to enter the classroom in a state of mind that allows you to be fully present to your students as well as the material that you are learning and teaching. In the example that I have been referencing, the professor comes into the class well prepared and in a state of mind where she is ready to work and give her full attention. She embodies the "Know, Do, and Be" model that we have been talking about in EDUC 4P19. The "know" is clear as she is an expert at the material that we are learning, as well as the different ways that she can teach it. The "do" presents itself in the physicality that she brings to the class, as she is exploring the work along side each student. The "be" is what I've been talking about all along when referring to her extreme level of commitment to each student in the class. She embodies her knowledge and her pedagogical practices to truly "be" an effective and fantastic teacher.

Like I said, to be truly committed is not an easy task for anyone, especially a teacher. It is a goal that I have set for myself as a prospective teacher, and one that will remain an ongoing goal throughout my career. I have witnessed and experienced what it is like to have a teacher who is committed to what she does, and that is exactly what I want to provide for my students in the future. It requires knowing, doing, and being, and balancing these concepts to be interesting, respected, and effective. It will be hard work, but the reward will make it worth every moment of effort that is put into it.