I finished the workshop (I’d like to say to wild applause but that would be an inaccurate representation. It was ‘polite’ rather than ‘wild’ but I’ll take polite any day), packed up my things, and could see that one of the participants wanted to speak with me.
We stepped out of the seminar room, and he spoke to me about his Plan B for teaching in the upcoming trimester. I assured him that ‘talking more’ was not necessarily the best Plan B for an unresponsive class. Allow the silence to linger I said, and then our silence lingered as he physically squirmed at the idea of allowing silence to pervade the classroom.
It’s interesting, isn’t it, that many teachers don’t like the silence. They ask a question, seem to expect an immediate response from students, and if isn’t forthcoming they jump in to provide one.
This particular workshop participant is going to be teaching into the unit I’ve just been appointed Unit Chair of. A unit of around 700 students, 100 of whom will be online. I have warned the tutors that the teaching will possibly be different from what they’re used to, but I’m not sure how ready they are for how different it’s really going to be.
I’m also not sure of how ready I am for the challenge of convincing these tutors that teaching differently is a worthwhile endeavour.
They’ll be pushed, I’ve been reliably informed by a number of reliable sources, that they’ll feel out of their comfort zone.
I know something about being out of a comfort zone.
In the last month I’ve had two men push me further out of my comfort zone than I’ve been pushed in some time.
Both men put their hands on me.
Neither of them are my husband, my personal trainer or my physiotherapist or my doctor or anything to do with my health and wellbeing.
It’s okay for Tim, my husband, to put his hands on me because … well, because he’s my husband.
It’s okay for Tom, my personal trainer, to put his hands on me because he helps ensure my shoulders are in the right position for whatever exercise I’m doing.
It’s okay for Rob, my physiotherapist to do some manipulations of my shoulder or neck or knee or whatever body part is currently undergoing some issue that needs manipulation of some sort.
I don’t have any males on my medical/oncology team, so that’s not something I have to deal with.
In the last month though, two men, both alike in age and in not formerly knowing me in any way at all, felt it was okay to put their hands on me.
Now, I seem to be suggesting that they touched me inappropriately. If by ‘inappropriately’ we mean sexually, then that’s not what I mean at all.
There was no sexually inappropriate touching. Nor, I hasten to add, was there any sexually appropriate touching because I don’t know that there is such a thing between work colleagues.
From the outside, it could be seen as benign. One patted me on the shoulder a number of times, the other hugged me from the side.
Man A walked into my office for our second meeting and told me I had a lovely smile. He even told me that he’d thought that when he saw my profile photo (you know the one that shows up when you send or receive an email from a colleague?).
It might have looked benign, but it felt yukky. I didn’t ask either of them to touch me, I didn’t give any signals that touching me was okay, I didn’t touch them.
Did I invite their touch? Did I somehow give a signal that it was okay?
Is it okay to touch a colleague you’ve just met? To pat them, tell them they have a lovely smile, hug them?
It might be for some people, but my body is a no-touch zone.
I’m not for one moment suggesting they were doing something sordid or out of line.
Except it crossed a line for me.
I’m conflicted about this.
They were two well-meaning men who show their gratitude or appreciation in small, physical ways. They are exuberant characters and this sort of touching, much like a handshake, is part of who they are.
But it isn’t like a handshake, is it?
A handshake seems to be more equal somehow. If Man A had shaken my hand as an expression of his appreciation for the support I’d provided (for doing my job, basically), would I have felt/thought differently about it?
Yes, I believe I would. It would have seemed to have given a different message. A shoulder pat while saying ‘you’ve done a great job’ seems a bit off. I felt like I haven’t felt in a long while, and that’s like ‘the little woman’.
It brought to mind an incident that happened many years ago. I was at a dairy industry dinner (in the time I was married to Kim who worked in the dairy industry) and the man sitting next to me asked me in that horribly patronising tone some men spoke to women in those days: ‘And how much did you spend today Sharon?’
You see, while the men had been discussing important dairy industry things at a conference, the women (the wives) had been encouraged to spend the day shopping, or whatever wives did in those days. I hadn’t spent my time with any of the other wives, and I certainly hadn’t spent my day shopping. We had four young children and only one wage and shopping wasn’t something I did a lot of (apart, of course, from food shopping and I certainly wasn’t going to do that while I was away from the children for a day or two).
I had, on that day, actually made about 50c. Someone who had parked behind me asked if I had change for the parking meter. I did and so he gave me one dollar (it may even have been a note) while I handed over my 50 cents in a mix of coins so that he could feed his meter. I could have just given him the 50 cents, but he insisted on giving me a dollar.
I told my somewhat underwhelming story, while thinking ‘condescending pig’ (which I may have thought a bit too loudly), and my dinner companion soon found someone else to talk to.
But I had thought that between 1987 and now things had changed; that women weren’t ‘the little woman’ any longer. Yet that’s exactly how I felt.
And, quite frankly, I don’t need a man hugging me, even if that is from the side, and telling me how much he’d enjoyed the seminar.
Actually, tell me you enjoyed the seminar, but keep your hands to yourself while doing so.
We are asked to introduce ourselves. Most people give their name, title and something about the work they do. It’s my turn and I say ‘Hi, I’m Sharon. I do stuff.’
People laugh and then the next person introduces himself, gives his title, says something about what he does, and that continues around the table.
But … what?
Why did I respond in that way? Why didn’t I give my title and say something about what I do? Particularly as the people around the table are my colleagues. Most of them – if not all of them – know my title and what I do.
Even weirder, now that I think about it some more in the cold hard light of day. And when I say ‘cold’ I mean freezing. It’s so cold today I’m sitting inside with a woollen hat on, a buff (a scarf without ends) around my neck, a warm cardigan, while the heater dribbles out heat in the background.
I went to see Cornelia (not her real name) yesterday afternoon. Cornelia is my onc-psych (yes, apparently there is such a thing) and I told her about this because I thought it was interesting and it fitted in with other things we were talking about.
Cornelia challenged me to describe what I do and the value of what I do to an imaginary audience of Grade 5 kids. Or Prep kids. Or people who aren’t in the same industry as me.
So here I am. I’m sure she didn’t mean for me to do this on my blog, but as you’re my audience and might be good enough to give me your time and possibly some feedback, I thought I may as well describe what I do and the value of what I do to you – a real, rather than an imagined audience.
Or perhaps you are an imagined audience. I’ll imagine you’re out there, sitting in the warmth, scrolling through your emails, finding one from Musings on the Cold, and saying to yourself ‘what the heck. I may as well see what Sharon has to say today.’ And here you are.
Grab a cuppa, this is a seriously long read.
What do I do in my professional life and what is its value?
I’m a Senior Lecturer (Student Engagement) in the Faculty of Business and Law at Deakin University.
I work with academic staff (those who teach undergraduate and postgraduate students) to help further develop their teaching practice. I also work with those who work with academic staff to help them further develop the work they do in working with academic staff in further developing their teaching practice.
That sounds a little convoluted, even to me. Hopefully, it will become a bit more clear as (if) you read on.
Academics have three main parts to their role:
Research (that includes writing grant applications, conducting research – writing ethics applications, designing surveys/questionnaires/interview schedules, gathering and analysing data, writing peer reviewed journal articles …)
Service (engage in committees that make decisions about important initiatives, take on leaderships roles …)
Teach (prepare unit guides, design the structure of an 11 week unit/subject so that it has a coherent thread, design assessment tasks, record lectures and podcasts and be animated and lively as you do it, align assessment with learning outcomes, develop learning resources to scaffold student learning, determine ways of engaging students and tapping into their personal motivations and interest for studying this subject, liaise with library staff about library resources, liaise with language and literacy advisers on the best way to support students’ academic development, liaise with the work integrated learning team to determine how to incorporate some employability education into the unit, ensure compliance with the Higher Education Standards Framework in terms of discipline knowledge and also how to teach and assess, present information, meet with those teaching into their units to ensure there’s consistency in the information provided to students and in the ways students are being taught, respond to student requests for extensions, comply with standards for online learning (accessibility, etc), respond to student requests for information that was in the Week 3 notes but that the student hadn’t accessed, respond to student queries about whether this particular nugget of information will be in the exam, wonder why many students don’t turn up to class, mark student assignments, give feedback to students saying the same thing over and over ‘your work could be strengthened if you accessed the materials and attended more regularly’, conduct moderation meetings to ensure all markers are marking consistently and are providing positive and constructive feedback, write a unit review at the end of the semester to justify the high fail rates, ensure there’s a spread of grades consistent with a bell curve even though we do criterion-referenced assessment to which bell curves don’t apply, read student evaluations that often say hurtful things of a personal nature (Sharon is fat, Sharon has no sense of humour, Sharon’s hair is ridiculous), respond to student enquiries within 48 hours, ensure the unit is inclusive of those from rural and regional areas, those from a low socio-economic demographic, those who have a disability, those who work, those who have children and elderly parents, those who don’t really want to be in this subject, this course, this university, this country but they have to because their parents’ expectations are high, engage students in active learning, teach them about teamwork and self management and critical thinking and problem solving and global citizenship as well as disciplinary-specific content knowledge, be familiar with a range of technologies, pretend you can do all this … and more …).
A ‘balanced’ workload is 40/40/20. That is, an academic will have 40% of their workload allocation devoted to research, 40% to teaching and 20% to service.
Many academics come to universities as experts in their field. They are expert accountants, or financial planners, or foreign exchange traders. They are keen to undertake research. Research builds your profile nationally and internationally. Research builds a university’s profile nationally and internationally. There are university rankings and all universities want to be at or close to the top. You get close to the top primarily through research, although teaching evaluations from students plus success and retention rates are also part of the equation. But research is important.
Most academics have a PhD and so come to the academy knowing how to do research. Once at the university, they often get onto research teams and are mentored and supported by more experienced others in how to write grant applications, how to write ethics applications, how to write journal articles, how to get published (or they mentor and support those who are newer to academia). They publish in teams and so an academic might have their name on a dozen papers, along with a dozen other academics, all of whom contributed in some way to the research, although not necessarily to the writing of the paper. It’s very important to have your name on the paper. It’s how you and the university builds a national and international profile.
Not many academics come to universities knowing how to teach. They’ve been in school, they’ve spent time in universities as students, but just as going to the dentist regularly doesn’t mean you know how to dentist, being a student doesn’t mean you know how to teach. Teaching is often something that is done individually. A unit chair will do much of the work I mentioned in point 3 above. On their own. Often with limited time, particularly in the initial stages of unit design and development.
Many academics come to teaching with the idea that teaching is about telling students what they need to know and then testing them on that at the end of the trimester to see how much they’ve ‘learnt’. Not many academics build their national or international profile through teaching. Not many universities get to the top of the league tables through teaching.
Teaching is often evaluated on the basis of what students have to say and when what they have to say is unhelpful (Sharon is fat. Sharon has no sense of humour. Sharon’s hair is ridiculous) then it’s difficult to know how to improve. Teaching tends not to be a team activity. There’s little mentoring and support from more experienced others. Research into your own teaching is called ‘scholarship of teaching and learning’ rather than research and isn’t valued as highly as ‘real’ research, even though there are grant applications to write, ethics applications to develop, data to be gathered and analysed, writing of a journal article that will be peer reviewed … it’s just like research but it’s called scholarship and so doesn’t count as much.
So for the academic who comes to university primarily to engage in research, teaching can be an uncomfortable space. An often unsupported space.
Universities provide support for the technological aspects of teaching: how to record a lecture (as in, which buttons to push) but not so many resources on how to record a lecture (as in, how to engage students in the ways you present information, the structure of the lecture, ways to be your authentic self in front of the camera); how to develop a rubric (as in, which buttons to click to ensure it’s in the right place within the learning management system and that the numbers add up accurately) but there are fewer people employed to support academics in how to develop a rubric (as in, how do you develop criteria that align with the learning outcomes, what language do you use to differentiate between someone’s capacity to communicate at a Distinction level rather than a High Distinction level; how to assess quality rather than quantity – how well the references were used to suppport the writer’s argument or analysis rather than how many were used).
I am a teacher. I’ve been a qualified teacher since 1997. I’ve spent over 22 years in classrooms of one sort or another and/or supporting those who teach. I started out teaching English and Drama to senior secondary students. English teaching (and preparing to be an English teacher) meant that I learnt about language and purpose and audience and structure and communicating in writing as well as verbally. It taught me about nuances in language and about the formalities of language – about register and tone and semiotics and syntax. And about deliberate communicative structures and when it’s okay to break rules and why apostrophes are important.
Drama teaching (and preparing to be a Drama teacher) taught me about embodied learning, about authentic learning, about experiential learning, about giving feedback, about being in the moment, about jumping in and doing rather than sitting back and thinking, about experiences and ways of communicating them through real and imagined events, about emotionality and how to make a scream with your body rather than your voice, and about experimentation and trying things out, about flexible and creative thinking, about the importance of reflection to the learning process, and the importance of breath and movement and of voice – of using it and supporting it.
And for many years I worked in radio. Working in radio taught me about time – time management, time use, how to fill it, how to structure it. It taught me about audience – communicating with the audience, listening to the audience, speaking to one person rather than to many, imagining your listener and speaking directly to that person. It taught me about structure, how to use music to carry the program through an hour of ups and downs, of melodies and rhythms; how to use pace, when to speed up and when to slow down; how to edit an interview and to structure it to make it flow; how to present information, how to ask open questions, how to encourage people to tell their story, how to build relationships quickly, how to use humour to add light and shade to an interview (Sharon has no sense of humour), how a smile warms up your voice. It also taught me the importance of preparation, whether that’s preparing for a music program, a talk program, a panel interview, an interview with a member of parliament, for talkback with Peter Cundall, for dealing with technical issues in a dignified way on air and ensuring your microphone is off before you fall to pieces.
For many years I was a teacher educator, teaching those preparing to become primary and secondary school teachers. Teaching and learning, assessment and planning, curriculum and pedagogy were what I taught – they were my disciplines. I was teaching people about teaching – asking them endless questions about the role of schools in society, the role of teachers, the reason we teach what we teach in schools. I encouraged students to think about who they were as teachers, why they were teaching, why they were teaching in the way they were teaching, encouraging them to think about how they use their time, how they structure it in the classroom, how they plan for learning, how they know that learning has happened. I was also teaching about self-management – about planning, monitoring and evaluating your own learning, critical thinking, communicating to diverse audiences, working as a member of a team, ethical practice. In addition, I taught Drama and Literacy and encouraged students to keep their teaching real and authentic and embodied and experiential. I developed as a teacher-educator over time, just as, years before, I had developed as a teacher over time.
And so now I know something about teaching and learning and engagement and assessment. About how to structure the presentation of information, how to communicate with an audience you’re not in front of, how to ask questions that elicit responses that go beyond yes/no answers. I know about unit design for oncampus and online teaching and learning; I know what strategies will encourage active learning; I can use language effectively in the development of rubrics; I know how to design a unit to encourage intellectual engagement as well as professional and academic engagement. I have written articles and conference papers about teaching and learning, I have developed my knowledge and understanding and practice from a myriad of authors who engage in the scholarship of teaching and learning. I attend conferences and listen to how others enact their teaching and how they encourage students to engage in learning. My ideas about teaching are built on experience and reflection and scholarship and research and reading and interacting with others. And, if I’m honest, my ideas about teaching are also built on my experience as an educational leader.
And so, I do more than ‘stuff’. I work with academic staff (those involved in teaching) to further develop their teaching practice. I encourage them to reconsider the ‘teaching as telling’ approach; to think about teaching as an embodied, experiential, authentic endeavour that leads to students being more effective communicators and critical thinkers and team members and problem solvers.
And I work with those others in the team (colleagues employed as learning designers or educational technologists or educational developers or project managers) who also work with academic staff, to further my colleagues’ understanding of teaching and learning and how best to work with academics in helping them further develop their practice.
As well as the many failures I’ve had, I’ve also had some successes. My office is littered with Teaching Merit Certificates from my years at the University of Tasmania. Last year I was awarded Senior Fellow of the Higher Education Academy. HEA Fellowship ‘demonstrates a personal and institutional commitment to professionalism in learning and teaching in higher education’. Senior Fellows need to provide evidence of a sustained record of effectiveness in relation to teaching and learning, and so it was an honour to be successful in my application.
Most recently, I was part of a team awarded an Australian Award for University Teaching (AAUT) ‘Citation for Outstanding Contribution to Student Learning’. Only 30 were awarded across Australia and again, I felt very honoured to have been part of a successful team.
So perhaps I need to acknowledge that I do know stuff, and that it’s quite valuable stuff to know, and that I can add value to others’ practice and ultimately to the student experience.
I tend to think I lost the Prep audience some time ago, and possibly the Grade 5 audience too.
But what about you? Did you make it this far?
If so, do you consider what I do to have value?
Any comments are most welcome, apart from the ‘Sharon’s hair is ridiculous’ type 🙂
I was already a grandmother by the time I started teaching at university in 2000. Phil, who turned 20 earlier this week, and his brother Scott were my only grandchildren till Ronan arrived in the world eight years after Phil. Then Jordan and Hunter and Sakye – and then more and more and more!
As my list of grandchildren grew I started to think more and more about the student teachers I was teaching and I’d often say to them ‘You never know, one day you might be teaching one of my grandchildren – they’re scattered all over Australia – and that might mean me popping into your classroom to have a chat and see what the grandkids are up to’.
Perhaps unsurprisingly, it’s come to pass. Some of my grandchildren have had the pleasure of being taught by some of the very special people I taught at university and it’s always lovely to wander into their classrooms and see them as teachers now, after seeing them as students. I don’t pretend to have any influence on who they are as teachers, but it’s lovely to see them nonetheless.
I’ve been teaching for over 20 years now. Being a teacher was something I never imagined I’d do. Debbie, my sister, had always wanted to be a teacher, but it hadn’t been on my list of career choices.
I no longer teach those preparing to be teachers in primary and high schools; rather I find myself running workshops for academic staff who are teaching university students studying for degrees in commerce and accounting and information systems and business analytics. While I know nothing about accounting and commerce and business analytics I do know something about teaching.
And, what’s more, after running six workshops in the last week I’ve been reminded that I love it. I love teaching. I love asking questions that generate thinking, I love putting ideas out there and seeing how others develop them, or consider them, or debate them, or draw insight from them.
Those who know me in person, know that I’m not a dynamic person in ordinary life, but I seem to get another sort of energy when I’m teaching and as I get older and therefore more comfortable and confident with my teaching persona I find I turn into a warm and funny and energised person who is enthusiastic and passionate and insightful.
Well, at least that’s what I’ve been told.
I’ve had a few positives in terms of my teaching and supporting teachers over the last twelve months. I (successfully) supported a team of academics in their application for a VC’s award for outstanding contributions to student learning, and on the back of that award the team was encouraged to apply for a national award.
We found out earlier in the week that we’d been successful at the national level and so, as part of a team, I now have an AAUT (Australian Award for University Teaching) citation for outstanding contributions to student learning under my belt. They only awarded 60 across the country this year, so I’m pretty chuffed with that.
Last year I was successful in applying to become a Senior Fellow of the (UK) Higher Education Academy. Being a Senior Fellow means I ‘demonstrate a thorough understanding of effective approaches to teaching and learning support as a key contribution to high quality student learning [and] impact and influence on other colleagues through, for example, responsibility for leading, managing or organising programmes, subjects and/or disciplinary areas’ (www.heaacademy.ac.uk).
It was a 6,000 word application supported by two referee statements (thanks Robyn and Sharon B) and required a lot of evidence to support my claims.
The awards are great – even though they require a lot of work and the collection of a lot of evidence from over my 20 years of teaching and are a great recognition of the work I’ve done.
But much (much) more meaningful than the awards and fellowship came in the form of a text message from one of my daughters-in-law last week.
It turns out that Jada, one of my granddaughters, is being taught this year by someone I taught at university. Here are the messages I received:
Met with Scott [teacher] for a parent-teacher meeting this evening. He may have lit up like a Christmas tree when Jada mentioned your name (we had to go through the “Do you know Grandma Sharon” *blank look* “my grandma Sharon Pittaway” dance before he twigged).
He said you were his all time favourite lecturer and that you allowed students to give their own perspective on things and that you never just read or regurgitated information from a textbook. He said this made you inspiring. He also asked for me to pass on his regards.
He ALSO said that Jada no longer needs to come to school as she is now an A+ student because she knows ‘Grandma Sharon’.
I’m glad he took the no school rule back-Jada would have run with that! I made Scott out as being kind of excited, he was more yelling “oh my god” and “really??” He was flailing his arms around a little and slapping his thighs haha. Congratulations to you on making such an impact on people and allowing them to filter their enthusiasm for learning and growing through to the next generation. I’m especially grateful they are our kids!
He said the way I taught made me inspiring.
That’s worth more (much much more) than a VC’s award or a national citation or a senior fellowship.
Tim messages me late on Thursday afternoon: We can get to Tassie for $750. Will I book it?
I thought for a nanosecond and despite not having been to Tasmania so far this year, and despite my usual ‘nothing will keep me away from Tasmania when I have a few days off’, this time something was different. I simply didn’t want to go.
Tassie is known and familiar and I wanted, desperately needed, intuitively knew I needed to be somewhere unknown and unfamiliar. And somewhere a long way away. As far as it was possible to go in the six days we had available to us. Somewhere we hadn’t been before. Somewhere where all the people were strangers and all the roads new.
I wanted to go to Broken Hill.
Tim turns to me late on Thursday night: So. What are we doing over Easter?
It’s 9pm. I mention Broken Hill for the first time. Tim doesn’t blink an eye. It’s no wonder I love this man!
By 11pm our trip is organised, accommodation booked, distances calculated.
By 9am we are on the road, bags packed, keep cups full of tea/coffee, water bottles full, lunches tucked into the cooler bag along with a rudimentary first aid kit, snacks, tea bags and a tea towel – just in case!
I drive out of Melbourne – our usual arrangement – and then over the next six days keep driving.
Driving means I’m present, aware of ‘now’, focussing only on the road not on writing rubrics, determining how to publish the children’s stories I’ve written and had illustrated, responding to online discussion threads, reporting on how many law academics I’ve worked with, drafting journal articles and performance objectives, organising photo shoots, exercising, keeping up with social media …
… all left behind, all fading into the increasingly hazy distance as the road unwinds ahead of us.
Importantly we have a bag of CDs, all compilations we put together for my radio shows over 10 years ago. It’s only on day 6 we have to replay a CD. We have music for every part of our journey, even if it means pressing pause on Damien Rice’s Eskimo until we’re out of Wentworth because it’s a song that deserves space and the open road.
I drive and am present, focussed on this moment, on seeing new landscapes, new combinations of colours, new horizons, new destinations.
I drive and keep my eyes looking forward, into the distance, into the immediate future. I shed the city like a skin by the second day and there’s only the road and the wide-open spaces to contain me. I can feel myself expanding under the warmth and width of the bluest of blue skies.
The ribbons of road shimmering into the distance are my favourite – endless horizons full of possibilities and discovery, full of newness and unfamiliarity. Roads without curves, one line on the map, taking us to the edge of the outback.
The road stretches out before us. The compass says west and then north and they’re the only directions I want to head.
Warmth, colour, distance, the unfamiliarity of the landscape … the only place I want to be.
Away … so far away … into the desert where the hills gently whisper, and where, right before sunset the silence is audible. The desert where the horizon sits in some distant space way, way over yonder and where time and space mean different things. The desert where my grief for Dad pales against the vastness of the landscape, and I can drop it here, knowing threads of it will return to the city with me but also knowing that it’s safe out here in the warmth and almost limitless space between the far horizons.
It’s a hard reset on a hard start to the year – a chance to stay in the ‘now’, to not think beyond the next bend in an arrow-straight road, to simply be.
Away … so far away … and then home.
A few days after we came home, we made a book about our journey and published it on Blurb. You can see a preview here if you’re interested. I wrote the blog post above for the book, which also features essays Tim wrote and a selection of our photos from the trip.
It was one of the most significant and important trips I’ve ever taken.
Dad lies completely still apart from the rise and fall of his chest, his breathing regular though shallow: a quick breath in, a just-as-quick breath out, count to four, another breath in. On the odd occasion his body misses a breath my heart races and I watch closely for the rise and fall of his chest.
Music wafts gently around the room Dad’s called home for the past 18 months and despite the scurry of nurses outside in the corridor there’s a sense of peace and calm here in this room.
I never imagined keeping watch over my dying father, but here I am, sitting on the hospital bed the nurses brought in and placed next to his, thinking about what I know and who I am because Noel Pittaway has been my Dad.
I know the importance of spit-clean shoes – polished and buffed till they shine. People notice shoes, Sharon, he’d say as I’d present them to him for inspection. Make sure they’re clean.
I know how to spell by breaking words into pieces and sounding them out.
I know that it annoys Mum when we do that (you’re just like your father, she says in that tone she has that indicates she thinks we’re clever but a bit show-offy.)
I know to eat my vegetables first before even touching anything else on my plate.
I know it’s best to eat cauliflower and cheese sauce while it’s hot.
I know how to swim because Dad insisted I stand in the shallow end of the Nowra pool and while all the other kids got to muck around I stood there and practiced my strokes and my breathing. I was never a fast swimmer but I had a nice style (just like your father, Mum used to say in that tone she has that speaks of admiration).
I have an eclectic musical taste because Dad had an ever-expanding record collection that ranged from Rachmaninov to Ray Charles via Ravi Shankar.
I know how to be comfortable with silence; that I don’t have to fill it with words and that in the silence there’s still warmth and togetherness.
I know that reading fiction opens up worlds I would never have been able to imagine on my own. Some of those worlds were beyond the comprehension of my 11,12,13-year-old self, but I discovered that being stretched imaginatively is important and immensely beneficial to a teenager’s developing mind and spirit.
I know the thrill of the rollercoaster, big slippery dips and rides that spin and whirl and fling you upside down and inside out and the added thrill of experiencing that with your granddaughter. Again and again and again.
I know it’s wrong for a girl to swear.
I know how to snorkel. And not to be afraid of the ocean. And the delight of walking on the squeaky white sand of Jervis Bay.
I know that travel is an adventure to be indulged in whenever possible and part of that adventure is the spontaneity of a detour or an unplanned destination or heading down a one-way street the wrong way.
I know that creative expression is an important part of life, whether that expression is theatrical, literary, artistic, musical or photographic – and the importance of taking the lens cap off.
I know what love for your wife(husband) looks like because of the depth of love Dad has for Mum … and I know that romance is not dead.
I know that people are deeply complex and that an external quiet doesn’t necessarily mean an internal quiet.
I know that laugh-yourself-silly fun is contagious and being surrounded by your grandchildren and great grandchildren is joyous and delightful in ways that can’t be described in words …
and that when you’re in your 60s and you think you can still somersault off the 1 metre board at the Murbah pool and get up there only to find you’ve bitten off more than you can chew, that a poolside cheer squad led by your grandchildren will push the fear down and turn you into a hero as you run along the board and somersault effortlessly into the diving pool.
I know that the rougher the sea the more you enjoy the ride. Just hang on tight and ride the swell.
And I know that while the taste of beetroot is a flavour they serve in hell, Dagwood Dogs are a tiny taste of heaven.
I know that what your dad teaches you can be hard to learn and that you can fight against it (and him) and that what you learn might not have been the intended lesson, but I also know that Dad has influenced my life enormously and I am who I am in big measure because my Dad is Noel Pittaway.
The movement of Dad’s body … the rise and fall of his chest … stops in the afternoon of Thursday 25 January … but the movement of his life and his legacy have transcended his body and spread through his children, grandchildren and great-grandchildren … it’s a legacy that moves invisibly yet steadily across and through the generations.
On February 14, 2016 Dad and I flew over Antarctica. It had been a life-long ambition of his. Here we are ready for our 14-hour adventure.
*Many thanks and huge appreciation to Alison Cosker for providing feedback on this post. It has been strengthened because of her input.
In February 2016, I went to the gym. Not for the first time, I hasten to add, but this particular occasion was quite memorable because it was my first ‘seniors’ class.
Yes, I snorted too – but it appears, in the world as we know it today, ‘seniors’ means those over 50. I had not, until that point, considered myself a senior and even though it’s a year later and I’m a year older, I still don’t consider myself to be a senior.
But I went anyway. I wasn’t working, the class was included in my gym membership, and it was on a Friday morning when I had nothing better to do with my time.
It may come as no surprise to you that I was the youngest person there (apart from the instructor) … by at least 10 years. And I quickly realised that’s a highly motivating factor. Here were all these oldies doing things, sometimes more quickly and with greater flexibility than I was doing them.
It got me moving I can tell you!
But I also discovered something important that day. I discovered that I couldn’t jump. I stood in front of the box I was to jump on to, and all sorts of thought processes went through my head but none of them helped get my feet off the ground and onto the box. While my mind was very willing, my flesh was anything but.
I simply stood there and stared. And then when we moved to the next exercise, I watched the old lady following along behind me nimbly jump onto the box, and off again, then on again as if she’d been doing it all her life. Well, let’s face it, she probably had.
But not me. I thought back to the last time I’d jumped and drew a blank. It wasn’t something I’d been called on to do in my professional life – metaphorical hoops are much easier, I learnt, than actual boxes, to jump through (or on as the case may be).
And it wasn’t something I’d had any reason to do in my personal life either.
So there I was … a non-jumper. I went home and in the privacy of my loungeroom, turned my attention to jumping, but to no avail. It seemed I was destined to be a non-jumper for life.
Fast forward to three weeks ago when I remembered my inability to jump and mentioned it to Josh, my personal trainer. “Josh”, I said as I was pushing 80kgs of metal with my legs on something appropriately named a ‘leg press’, “I can’t jump”.
He looked at me, slightly stunned that I would say something so outlandish. “What do you mean, you can’t jump?”
“I can’t. I just can’t do it. I try, but I physically can’t do it”.
He saw that as a challenge, and once I was vertical, he held my hands while I launched myself off the ground. With both feet. At the same time.
It turns out I can jump, and now not only can I jump, I can also star jump, and squat jump, and rope jump (as in skipping) and do burpees, and forward bounds, and I’m even getting the hang of running man (my coordination still needs a little work).
So there you have it. When you think you can’t jump*, hold someone’s hands, start out small, gain some confidence, and you’ll be jumping* all over the place in no time.
*Insert any other thing you think you can’t do here 🙂
It seems ages since I’ve posted a photo … in fact, it’s been over a week. This was a flower I captured a few weekends ago, in the Castlemaine Botanic Garden. Do you know what kind of flower it is? If you know, could you write the name of the flower in the comments please?
My absence from blogging has been due to the amount of marking I’ve had to do over the past week or so. For those of you who don’t know, I’m a university lecturer and this semester, in addition to my new full-time job (which I started two weeks ago), I’m teaching a unit at a different university on facilitating engaging learning experiences.
I’ve come to recognise that my approach to marking is a dialogic one. I tend to comment on students’ ideas, or I ask questions of them, or I put forward an alternative perspective. I seek to affirm, yet challenge and extend students’ thinking, and that’s challenging because I also have to be nice – and that’s one of the things I find most difficult to be. One consequence of this approach is that marking takes ages! Markers are allocated about 20 minutes per paper for marking, but I often take an hour per paper – even longer when the ideas are trapped inside somewhat clumsy expression.
So that’s what’s been taking lots of my time and attention. Up at 6 most mornings, mark a paper or two before the hour-long commute to work, work, hour-long commute home, more marking. It’s an intellectually draining process and I find that I don’t have much headspace for other things. Getting my head around a new workplace, new colleagues, new relationships, new places and ways of storing information, new processes, new location, is difficult enough when that’s all that’s going on in your life. Marking on top of that means my head is well and truly full.
Except, that I have to keep some space free because my youngest daughter is getting married! In 13 days’ time. In Tasmania. There are so many decisions to be made, so many details to organise, so many conversations to have, so many others to consult … not being in Tasmania is making the whole thing a tad more difficult, but we’re on the phone to each other a few times a day, and sometimes late into the night, and that helps in terms of decision-making and keeping each other informed of what’s happening.
Another dahlia today – this one with loads of squiggly bits (which will only mean anything if you read yesterday’s post). This dahlia was dancing in the slight breeze- which is fabulous, but it does make it slightly tricky to photograph.
Imagine, if you are so inclined, your favourite music and this dahlia moving along with the beat – whether that’s dreamy, or pumping, or folk-y, or blues-y, or pop-y, or perhaps a little bit classical. The flower doesn’t care what it looks like when it’s dancing, but most of us are not so free.
Over the summer, Tim and I went to the Queen Vic Night Market a number of times. We’d grab a chair and sit and listen to the fabulous music from the likes of Opal Ocean and Horns of Leroy. One of the delightful sights was the little children creeping away from their parents to move to the middle of the stage, stare at the musicians and then dance. Their delight in the music was clearly evident and they felt free to express that delight. Most of the adults were like Tim and I – happy to listen and to dance on the inside.
This dahlia wasn’t keeping it on the inside … that’s something we can learn from flowers. And from little children!
I think I’ve picked the wrong time of year, but I’m going to return to flower photography for a while. I’ve concentrated on portraits for the last little while – although I haven’t featured many on this blog – but now I want to return to flowers.
I love photographing flowers – there are so many colours, so many shapes, so many sizes, so many types. An endless array – and we celebrate that. We cultivate variety, we actively plan for it in our parks and gardens if we are of a gardening bent, and if we aren’t we wander through the park or garden enjoying the variety, looking out for that one different flower. We are amazed at the size of some flowers. We take photos, paint them, adorn our homes with them. We buy them and give them as a token of our love or a symbol of our sorrow, or our appreciation.
There’s no pressure for flowers to be a particular way – they can have whirly bits, and squiggly bits, and movement-y bits; they can be white or yellow or pink or mauve or any colour they happen to be – and they’re all beautiful.
Wouldn’t it be good if we thought of ourselves and each other like that? If we celebrated our whirly bits and squiggly bits and movement-y bits? If we celebrated the variety of colours and shapes and sizes. If we were amazed by each other? How much kinder might we be if we looked at others and celebrated them the way we do with flowers?