“Now, what are we doing?”

This is not an unfamiliar utterance in the classroom. Even with the most careful directions, it is not uncommon for students to ask again what we’re doing.

But it–in my experience–seems no less familiar in another setting: the staff meeting. Many–many–times we have been given direction, gotten into groups, and the first words spoken are, “Now, what are we doing?”

So is it a student thing? A teacher thing? It seems a human thing. It seems things don’t always connect as we expect.

And I have come to accept that. Oh, I still work hard–probably too hard–to create careful initial instruction. I think I am good at it. And once upon a classroom I thought that was enough, and if kids didn’t respond as expected, it wasn’t on me; it was on them. Damn it, I give great directions.

So much ego. Too much ego. And for too long, I let my ego dictate my teaching. Oh, I am not without ego, now (none of us are), but now I better know it’s not about me. And I also now know better that initial instruction is just that–an initial step. It’s not teaching. Teaching is what follows. Teaching is responding. And one of our first responses is to clarify. And sometimes–often times–it is the second and third step, too. And, what’s more, it’s never really the same for any, so our responses have to be as diverse as our learners. And once I came to accept that, the whole experience changed for me–and my kids. Yes–internally–I sometimes feel frustration flair, but I keep that to myself as I patiently explain again and differently, “What we’re doing.”

And what we’re doing, on a grander scale, is engaging in the ritual of human learning. It’s messy. It’s inconvenient. And, if we let it, it’s beautiful. But I didn’t know until I let go my ego.

I am still learning to let go.

Happy Tuesday, all.

Do. Reflect. Do Better.