Teach to Learn. Learn to Teach.

Right now, I am writing a blog post. Yes, I know. Statements do not get much more obvious. Actually, it would be more obvious to say "you are reading a blog post I recently wrote." After all, depending when you read this, I might be busy writing another post. Or I might be doing something else: making dinner, playing guitar, going for a walk. But this is the amazing thing about written language. We are connected here, in this moment. My words are intimately tangled up with your thinking. Right now, we are collaborating on making what I am writing meaningful. This is beautiful and powerful and made possible because of a few ideas upon which we most likely agree.

Idea #1: 
Producing work is important. These thoughts I am writing about have been banging around my brain for awhile. In some louder moments, like in the classroom or at dinner with my family, I have perceived them lurking around the edges of consciousness. In the quieter or more solitary ones, like while gardening or riding my bike, they have come storming to the forefront. But it is not enough to think about what I want to say. There comes a time when I must say it. Commit the words to the screen and see what they are made of. So exactly what are the thoughts in question, beyond this meta-analysis of writing and reading?

Idea #2:
Today, being an educator means constantly refining and experimenting with methods for being a learner and a creator. This idea has surfaced on Twitter and in Voxer chats, like #leadupchat; in conversations with colleagues; in blogs, articles, and books that I have read. I could not agree more. How can I possibly persuade my students that learning is vital, that they need to feed their curiosity and wonder, discover what they love to geek out about and then pursue it, if I do not engage in the same pursuit? Why would they listen to me? Why would I listen to me? 

This is a question of trust and authenticity. If I am unwilling or unable to illustrate how I have taken chances with my learning, then I should not be surprised by student reluctance. Learning entails failing, reflecting, trying again, and, quite possibly, failing yet again. We expect students to do this in public. Should we not expect the same of ourselves? This brings me back to my starting point. Here I am, writing a blog post. But it also leads to -->

Idea #3:
We grow by connecting and sharing. Clearly, this is my intent when I write a blog post as opposed to a something intended to be private. I make my thinking available to others who can engage with me by agreeing, disagreeing, offering challenges, re-mixing my work, or providing me with insights. Of course, I know that many people will choose to do none of these. But even then, I still benefit because I took the time to articulate my thoughts. By writing for an imagined public, I focused deeply in order to write in a clear and compelling way. I attempted to bring some order to the tumult in my mind. The chaos gets tamed, even for just a moment, and I can gather what I know and see what it looks like. 

Without a doubt, the internet facilitates this sharing in ways that were once unthinkable, and, as I consider this last point, a fourth idea introduces itself.

Idea #4:
Not only must an educator continue to learn about whatever area interests her, but she must also continue to learn about creating and connecting online. Our students have very little choice over whether, in the course of their lives, they will use digital technology and the internet to learn and collaborate. Unfortunately, many of them lack any understanding of how to do either of these successfully. Simply put, they need to experience how to formulate productive, purposeful and healthy digital routines. 

Yes, I am an English teacher with obligations to my subject matter. But I am also an educator who ultimately cares for my students' overall well-being. If I lack a productive, purposeful digital routine, how can I assist my students in shaping theirs? It would be the equivalent of me teaching math instead. Nobody wants that--just ask my wife and kids.

Besides, I have learned incredible stuff from being connected. I have been motivated to create in ways I might not have. This includes (trying to) write songs and make videos:

Creating flash fiction

Remixing other people's work:

How could I not want to be online and a part of this adventure.

I am just about done. Or, to put it more aptly, those of you still with me are just about done. Thank you for reading this. But here is one more thought.

Idea #5:
Learning and creating needs time. This is as true for teachers as it is for students. When we discuss agency in the learning process, both groups must be included. Passion projects, Genius Hour, 20% time: call it what you will. A community of learners can be established only when learning becomes the focus. Everybody's learning. We all benefit from the time to pursue our curiosity, create, and share.

Peace.