Recently while engaged in a discussion with a colleague, the issue of personality impacting on performance and perspective was raised. By that I mean that when discussing learning behaviour and behaviour in general, the impact that they both have on each other is undeniable. Whether positively or negatively, the two are intertwined and form a cycle. Each feeding the other, and we as people first, educators second are affected by this.
The trick for me is to learn to focus clearly on what I am looking for, and not being distracted by what I know is also there.
Take the classic painting of the Mona Lisa. While viewing the whole picture, it is easy to be impressed with the work. It is after all, a famous painting by a famous artist with a wonderful reputation.
However, upon closer inspection one can see that there are cracks in the masterpiece.
Regardless of the reason for the cracks, be they the age of the work, poor materials or poor craftsmanship (for arguments sake), they are there and are noticeable.
If we step back to look at the painting again, are you able to ignore the cracks and convince yourself that your knowledge of the painting is as it was before noticing them. Or, like me do you get caught in fixing your gaze on the affected area to point out the cracks.
With the students in my class, I'm trying to manage the balance of understanding there are 'cracks' (learning gaps, behaviour issues, personal issues) in the masterpiece sitting before me, managing the environment and activities to allow the masterpiece to be acknowledged while managing specific moments to constructively, discretely and positively fill in the cracks.
To achieve this balance, I need to remind myself that it's ok to step back, pretend that the cracks aren't there and admire my students for the masterpieces that they are.
