Teacher As Expert


I include my week 7 journal entry to explain my thought process in determining my choice of challenge in my Learning Contract. I have also included a portion of my Learning Contract so that I can reflect on the challenge (the challenges of the challenge?) before handing in this portfolio.

                                                 Week 7: Journal Entry
 
       I was surprised at how angry I was with the teacher in “But...the curriculum” (2.1) who shut down Ronald just as he was getting interested in his work.  Telling him not to be silly is such a small thing on the face of it but it’s these small comments, and body language, and those times when we don’t practice what we teach that a teacher’s insincerity leaks out. This “little” moment in Dr. Mamchur’s story reinforces one of her main points – that a teacher (or counsellor) must be personally invested in their work and believe in what they teach because they can’t hide it if they're not and they don’t and it will make a difference to their students.

      I was also struck with the simplicity and truth in the advice given to a teacher:  “...let each student choose the area of study [they] want to start with...help students make informed choices...describe what’s going to happen in each area...suggest they base their choices on their own interests and abilities” (2.1, p 3). Even as I was thinking how wonderful it would be if everything in life was structured in this way I was also aware of how bad I am at giving choices and putting all the information on the table from the start, especially if I feel it will diminish my authority or power. Intellectually I know that two very valuable aspects of counselling is that the counsellor can be with a client without judgement or trying to manage the client’s judgement of the counsellor; but I do find it difficult to let go and trust that what I do and say will still have value if the client has as much information as I do (almost as hard as it is to admit to this).  Up until this point I was at a loss as to what area of professional development my Learning Contract would address but it seems pretty clear now. My focus will be on developing expertise in human behaviour – my own, so that I can be a better counsellor.           

Self-Directed Learning Contract

Vision:
 I am with a client. After determining their presenting problem and confirming that we are a good match I confidently discuss their options with them. I lay out all the information I have and admit it when I don’t know something. There is no power struggle between us as we are working together towards a common goal. When I have information or know of someone else who can help I don’t hold back on telling them about it unless it would be detrimental to their progress. I am able to tell the difference between the right timing for my client and timing things for ultimate impact and making a good impression.

Goal: 
 To let go of my need to be “the one who knows”. To be secure in myself and in my skills so I can truly know that I, and my work, have more value when I remain in the moment and give of myself without thought of prestige or self-import.  To only consider my client and their well-being when I make decisions as to what and how much to say/give, and to give away freely everything I know rather than weighing situations and holding things close to ensure I am needed.     

Challenge:  
I am a volunteer group facilitator for the Alzheimer’s Society and my local Hospice Society so this is where my challenge will be aimed. Over the next month I will challenge myself to be genuinely in the moment and to openly and freely share any information or thinking that would benefit the group or a particular member.  When I catch myself starting to devise a way to “present” information, or myself, I will stop and take a close look at what, exactly, it is I am trying to accomplish and why.

Plan:
 I will make my supervisors aware of my challenge and ask them for their help.  They are often present during meetings and can watch for “presentation-style” helping. I respect and admire both of my supervisors so knowing that they are aware of what I am trying to do will make me all the more conscientious.  

          Before each group meeting I remind myself of where each member is in their process,  what their needs are, and how the last meeting went. When it is clear a member needs specific information or help I make notes for myself so I remember what it is I want to tell them.  Now, when I do this, I will write out the information for the person it is meant for as well. Then I will decide when it is best to give them that information based on their needs, not mine. If appropriate, I will send them the notes before the meeting, cutting out any opportunity to plan presentation timing altogether. Otherwise I will give them the notes just before we discuss so that they share in the knowledge as we talk rather than having me as the “expert” who knows everything and shares slowly, as we go along. 

Evaluation:  
Minimum improvement I will accept is that I am aware of presentational style helping most of the time and have alternative methods I can switch to.

 Satisfactory level of improvement will be that I am aware of when I am holding back/presenting all of the time and can switch to better methods. I have a good idea as to why I return to old styles of helping when I am so aware of them and know I want to change.

 Excellent performance will be that I no longer plan my information sharing for my own purposes and I am fully aware of the” whens and the whys” of that behaviour and have started to address any issues that arise from that knowledge. 

Reflection: Fortunaltely and unfortunately I was unexpectantly hired in a new job. Due to the additional training hours involved and my course load I had to take a leave of absence from group facilitating. I will return to it when this semester is over and look foward to taking on my learning challenge then.