On Motivation. On Learning. In Ourselves.

Last night, at 10:39, I found out about the midnight deadline for applying to the Google Teacher Academy taking place in New York this October. How was it that I only clued into the application process in the, practically literally, 11th hour? That may have a little something to do with this kind of thing:



I decided to apply.

A few years ago I wrote a post inspired by a line from Michael Wesch: it’s basically about shifting from getting people to love you, to you loving them.

Last year I wrote about how I motivate my students and manage my classroom without reward systems.

And I’m realizing that me in 2012 is not much different from the me when I started teaching 16 years ago. Nah, actually I am a lot different. I’m more focused, I have more knowledge when it comes to working with a diverse student group, more knowledge about pedagogy and curriculum and integrating technology but that focus and knowledge are steeped in the same locus of care that brought me into teaching in the first place.

So my application video is nothing fancy. Really. Nothing. Fancy. It’s 50 some odd seconds of me sitting on my bed looking like I am talking to someone off screen because I still haven’t mastered the iPad video feature (I tend to want to look at my eyes when I’m talking to a camera…) but it is honest and it reflects what I believe needs to be the starting point for anything to really happen in education: the recognition that motivation and learning come first from ourselves. The educators. Discover what motivates us as educators and stay true to that.

How can the way I help other educators affect their practice?

I recently completed a 4-month contract as a technology consultant at two adult education centres. I loved it. Throughout the whole experience I felt this is what I am meant to be doing. The focus on tech reached out to my inner geek and the focus on relationship reached in towards my personal ethics of care.

The other day I was doing some thinking about the past 4 months and decided to put it on paper (so to speak) and to frame it within a guiding question. The question I came up with was:

How can the way I help other educators affect their practice?

I used Dabbleboard to help draw it out and came up with this (click to enlarge)

Thoughts about Consulting by Tracy