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Adjunct Faculty, Write6x6

Theoretical War of Theory

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When pursuing my Master’s I enrolled in a summer course entitled “Theory of Education”.  For many in the class it was the kind of backward psychobabble  that bore little relevancy on actual classroom technique and management, focusing primarily on Behaviorism and Constructivism.

Theory Meme

It has now been well over a decade since those early days of learning, and I have only grown in appreciation of the experience gained during those few months.

Fear not, this will not be a summation of educational theory and delivery methods. I could not give any theory justice this far removed.  No, like any good learning experience it wasn’t what was said that impacted me so much, but rather what was done.

Although most of those taking part in the class checked out day one, there were a few of us interested enough to make the classroom dialogue interesting. All the other students were already elementary or secondary teachers attempting to shore up their credentials and bank accounts by adding a Master’s to their wall. I was still in my educational infancy, a TA at the college without much in the way of practical experience.

The professor was a devote Contructivist and every lesson seemed to have a tinge of personal bias. Excellent for me who had latched on to Contructivism, but bad for the other interested parties who had seen Behaviorism work in their early education classrooms. Many of our sessions ended up turning into debates, often heated and passionate. At one point, midway through the summer semester, a frustrated elementary teacher stood up and declared that she would never understand Contructivism, and that the instructor would have to fail her on the spot because she was a Behaviorist for life.

I was at full attention, expecting some witty retort and conversion right then and there. What I got was a life lesson that stuck with me more than all the academic and education theories crammed into my textbooks. He smiled, warm, friendly, his debate tone drifted away replaced by a Bob Ross jovial melancholy, and he said that was okay, that he respected her beliefs even if they weren’t his own, and he wouldn’t want her beliefs to change simply because of his.

More important than theory I had witnessed practical implementation of the the greatest skills higher education can instill; patience, kindness, and critical thinking.  The ability to accept that there are different views beyond your own, and even if you are in a place of power you should not attempt to convert opinions, but encourage personal discovery.

Beliefs may define an individual, but they are not the reason society succeeds. Kindness, understanding, and curiosity are what propel both education and mankind, allowing us to achieve great things together, no matter what theories we happen to follow.

 

 

 

 
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Keys of Leadership

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Today’s leaders have to be more cooperative and transparent than ever before.  How many of us have lived through scandals involving leaders at all levels?  How many of us have lost faith in some form of leadership–local workplace leadership and local, state, and national political leadership?  I’m sure we could all make a list of leaders who have fallen short.  Why do some leaders cause their people to lose faith? Why do some leaders fail?

Looking at successful leaders, it’s easy to see why they have remained trustworthy and admirable. Michelle Obama said, “When they go low, we go high.”  Leaders go high without letting injustices off the hook.  Dr. Martin Luther King Jr.’s famous “Letter from Birmingham Jail” went high, but he still shared his disappointment with fellow clergy and white moderates for their indifference.  Interestingly enough, the second sentence of his letter reads, “Seldom do I pause to answer criticism of my work and ideas.” While this might seem like he turned a deaf ear toward critics of his vision, instead he explains that he would not have time to get the “constructive” work done if he responded to those opposed to him and his methods. He listened, but he maintained his vision and continued his work toward justice.

In education today, we have to continue to work toward what is best for our students even in the face of criticism, sometimes disguised in the form of budget cuts or other subtle acts of devaluing education. Educational leaders continue on.  Classroom instructors continue on.  When the noise gets too loud, we focus even more intently on our classroom and students because this is the daily work that really matters–helping students progress toward their dreams and goals.

   Finally, leaders emphasize input and cooperation from a chorus of voices. It’s tough to know which words any of us say that may open up a great idea or shut down dialogue–though it’s a bit easier to figure that last one out. Being authentic and kind allows all of us to take more risks.  In taking risks, we are able to achieve beyond what was thought possible.

 
Adjunct Faculty, Glendale Community College

The Strength of the Base of the Pillar

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As adjunct faculty, our power inside and outside the classroom is like night and day. We are not full-time; our job is always at the whim of funding or enrollment. We don’t advise students or get the chance to participate in most staff meetings. How can someone with so little power have a positive impact on the workplace when they are, by most respects, the lowest member on the totem pole?

The answer is to use the position to your advantage. As an adjunct there is very little danger involved in sharing your ideas or asking questions. You have the advantage of avoiding workplace dynamics, the so-called “water cooler talks” or “he said she said”. As the lowest member on the totem pole, you have the advantage of being part of the team while also being outside of it. It is tough to make enemies as part time staff, so be brave. If you have an idea, go ahead and start talking it over with other adjuncts to see how it is received. If it goes well, suggest it to your advisor or department head. Making suggestions and taking an active part in trying to help those around you will help you shake any feelings of self-doubt you might have. Not all of your ideas might be used right away, but by sharing them, you are showing everyone that you do have ideas, and you do want to help. The other thing you can do is ask questions. You will find that most educators are more than willing to help you in your hour of need. Helping, after all, is part of what defines us as educators. Asking other adjuncts about their ideas or solutions is encouraging to them. When someone comes to you and asks for your help it shows that they have faith in you, that they trust your opinion. Trust and kindness often go hand in hand.

So don’t be afraid to share ideas and ask meaningful questions. By doing these two things a dialogue and community is created. Support others when you see them trying to reach out, and seek out support when you need to. By moving past your fear and realizing the impact you can have, even as an adjunct, you will encourage kindness and understanding in the workplace.