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Editor and Publisher: Teresa Proudlove
Issue #042 Aug 31, 2007

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These 891 words will take you a little more than two minutes to read. Read on for tips on reclaiming your power and self belief.”

Table of Contents

1. Self Belief Helps Us To Learn

2. Belittlement Snuffs Learning & Self Belief

3. Caring For Ourselves & Others Empowers

After recently attending a professional development day with 500 other employees including professors, teachers, instructors, support staff, administrators, the dean and president of our local college I was reminded of why it is so difficult for many of us to believe in ourselves. From the start of this day I was not without my shadow companion – standing behind me whispering, “Who are you with your pocketful of certificates?” in this scholarly realm full of degrees and doctorals.

As one chemistry professor introduced himself with, “Science is my discipline,” I wondered if I should say, “Silence is my discipline?” I thought not. Instead I practiced letting go of my insecurities and returning to my truth.

Then, on the bus ride up to this college event I overheard this same professor speak of his passion – learner centered teaching. “Student learning boils down to two things,” he said. “One: the student believing that they can learn the material (known as self efficacy) and two: student persistence.” Strange forces foreshadowed the day's events wherein this chemistry professor and I would enact the truth of this teaching philosophy.

With interest I attended this professor’s afternoon session on “Learner Centered Teaching Strategies,” as I was to co-moderate a similar topic afterwards. Quickly, we were divided into trios and told we were the “students” about to learn a mini-chemistry lesson. Through participating as students we’d experience the ‘student-centered group-based’ manner of teaching (as opposed to lecture style) and then, evaluate the experience and discuss the possible application of this approach.

Realizing I was back in chemistry class filled me with angst even as we were assured no chemistry background was required. During my high school years my lack of chemistry and math inclination was compounded through insensitive, humiliating teaching tactics. Now, after two minutes of discussion time – not nearly enough for me to understand how the mechanical engineer in my trio arrived at the answers - I was called upon to be the spokesperson for my group.

When I declined and offered the spokesperson position to the engineer in our trio who had successfully answered the questions, the professor dictated that I was the spokesperson. With my ignorance spotlighted, I asked the engineer the answers and mimicked them back to the entire class of 40 or more teachers, professors and instructors. Adding to my belittlement I was then asked to explain how we arrived at the answers I clearly didn’t know. Again, in front of all my peers, I queried and then parroted the engineer’s problem solving aloud to the big group.

Given we were a highly educated group of teachers wanting to improve our ‘learner centered strategies’ one might think the session would have ended there with an evaluation done of the students’ experiences. Instead the chemistry lesson marched on with my competence further diminishing as again, there was no time for me to receive clarification and I fell further behind.

The only evaluation that time permitted was that of other professors speaking eloquently of their ‘successes in learner centered teaching,’ or others arguing against it because their material was far too complex. The student in distress, the one who didn’t understand the lesson, the person who felt humiliated and less than, and whose self efficacy now lay in dark ashes was ignored.

How ironic I would relive my school day humiliation - now over three decades ago - within the realms of higher education in sessions focused on learner centered strategies. As I related this story to my son, he attested to suffering this type of humiliation in his classes. None of us escape. No wonder we are so afraid to try new things, and struggle to believe in ourselves and our gifts.

This is not about slamming teachers or the school system. Just as none of us escape this type of humiliation also, all of us are guilty of ignoring the needs of others and causing similar hurt. Perhaps, through remembering our own humiliation and how it shrunk our belief in ourselves and in our abilities, we can act with more care.

Let us be the ones to care more about people than fulfilling our pressing agendas. What would it take when we see a lost, pained or distressed look on someone’s face in our schools, workplaces, or homes to stop, check in, listen and/or reassure that person? A simple, “Sorry, Teresa didn’t mean to put you on the spot.” Or “Not too worry if you didn’t get this, we’ll revisit it later,” would go far in building our belief of, “Yes, I can do this.”

It follows we must also care for ourselves when we are feeling inadequate, incompetent or lost. Through caring we help others and ourselves reclaim our power to follow our dreams and express our gifts.

I wonder my friend, if there is a place in your life right now wherein you need to be more caring toward yourself or others?

Warmly,

Create the Life and Work You Love!

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Remember: Be gentle with yourself. Listen to your guidance. Navigate through life and work with more peace and acceptance.

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© Copyright 2007 by Teresa Proudlove of Your Lifework Enterprises • yourlifework.com