September 21. Somewhere in the skies between Detroit and Jacksonville. Just left the Lilly conference on college teaching in Traverse City intensely stirred and stirred up by various sessions on brain research about learning, classroom diversity, special needs programs, classroom boredom, humanizing education, inclusive education, pervasive and lasting learning. Four days of education, information, reflection, affirmation, elucidation, and above all, of association and connection. So tired and so wired. So drained and so filled. My brain is numb and yet sharp. I’m dead and so alive. Diamonds embedded in insightful sessions, pearls from the all important intimate smoozings, all kinds of jewels over dinners. Near-disaster turned into accomplishment (don’t ask). An impromptu presentation that continues to stir my soul. So many names and faces and stories, too many to list. New and renewed. I never met a Lilly conference that didn’t do that to me. I’m rummaging through the Lilly conference’s program reading scribbles I had made all over the pages as foods for thought on which I have yet to feast. I thought I’d share some of these marginal notes that seem anything but marginal. They aren’t all of the tidbits; I’ll share others later:
1. A teacher is really an adventurer in quest of treasure.
2. Mother Teresa said that she doesn’t treat the masses; she treats one person. So, I’ve got some hard, powerful questions we should ask ourselves each day: Do we truly know each student? Do we like each student–love each student–unconditionally? Do we unequivocally respect each student? Do we believe in each student without any reservation? Are we unhesitatingly committed to each student?
3. We have to love and admire those who can bring their hearts to their work.
4. I like that saying, “A spiders unite their webs can tie up a lion.” That’s classroom community; that’s a campus learning community.
5. We grow stronger, maybe even more courageous, certainly more authentic, by self-reflection.
6. The fullness of whatever it is we’re doing lies in the form of our limitless openness for the unknown and surprise.
7. We should enter the classroom as if it’s holy ground because that is exactly what it is.
8. Students are more likely to be influenced by those they like and trust than those they do not
9. If you don’t see the sacredness and humanity in every student, you don’t see sacredness and humanity anywhere; if you don’t see the sacredness and humanity in yourself, you won’t see sacredness and humanity anywhere.
10. I suppose to love and be dedicated to one’s discipline is expected. But, when we go on campus why should love and dedication stop at that border. It’s not trespassing to go beyond that boundary line to love and be dedicated to each student.
11. As we begin to believe that there is no great accomplishment than serving others, rather than ourselves, then the classroom will become a sacred place of celebration.
12. Doggone, this thing we call education is all about people, isn’t it?
So, to have a better shot as being a purposeful and meaningful and fulfilled—and lastingly effective–teacher we just have to be a knowledgeable, simple, decent, caring, serving, kindly, trusting and trustful, authentic, empathic, loving, believing, and fearless human being each day. Those are a heck of a bunch of “justs!” Easy to say; challenging and meaningful to live. That’s why the most important day of any conference is the day after the conclusion of the conference.
Louis