Tyson Yunkaporta’s book Sand talk: How Indigenous thinking can save the world has answered a big question for me. One I’ve been seeking an answer to for years. The way he answered the question was humbling, but it was an answer nevertheless and I was instantly calmed by it.
It made sense.
Existential crises are nothing new for me. My first memory of said crisis was in Year 7 (first year of high school – called first form back then). High school was big and scary and I was introverted (called shy back then) and felt bewildered. So many people, so much movement and action and interaction and confusion. So much talk, so much noise filling my head. Finding my way and fitting in. Or not.
A steel door slamming shut in my mind. The familiar refrain ‘so what? so what? so what?’ bouncing around the walls of my newly closed mind.
It was a refrain that ran through my adolescence. And beyond.
From the outside, it might have seemed like an attitude of not caring, but it masked a deep desire for meaning. For understanding the experiences of high school. For understanding myself and my place there, and how I fitted in. Or not.
It’s a fundamental question that can tie you in knots if you linger on it; if you seek an answer that has meaning for you and for your life to this point and for your life into the future.
It’s a question I ask a lot. I try not to because of the damage it can do, but it pops into my mind stealthily, when I least expect it.
We’re born, we live, we die.
Far beyond high school the question continued to plague me. There were times when I’d bounce from one existential crisis to another. None would bring any answers, or at least none that I was happy with. None of the usual answers made sense to me.
I tried Googling it. Unsurprisingly, that didn’t help.
But then I read Sand Talk and that did help. Enormously.
Yunkaporta says “Some new cultures keep asking, ‘Why are we here?’. It’s easy. This is why we’re here. We look after things on the earth and in the sky and the places in between” (p. 109).
We’re custodians. Of things in the places between earth and sky: People. Animals. Ourselves. Each other. Knowledge. Ideas. The processes through which we generate and share knowledge and ideas.
Humans, according to Yunkaporta, are a “custodial species” (p. 102). It’s a slightly different rendering of the ‘man has dominion over …’ we learnt in Sunday school; it has a different quality. A nurturing quality. A caring quality. A quality that works against exploitation.
The idea of being a custodian is a powerful one for me. It makes sense as no other response to the ‘so what?’ question ever has.
There are many other insights in this book that have made sense to me in ways nothing I’ve read or heard have done before. For me, it’s an important work that helps make sense of my thinking – not necessarily what I think, but most certainly how I think.
‘I have previously talked about civilised cultures losing collective memory and having to struggle for thousands of years to gain full maturity and knowledge again, unless they have assistance. But that assistance does not take the form of somebody passing on cultural content and ecological wisdom. The assistance I’m talking about comes from sharing patterns of knowledge and ways of thinking that will help trigger the ancestral knowledge hidden inside. The assistance people need is not in learning about Aboriginal Knowledge but in remembering their own’ (Yunkaporta, 2019, p. 163).
Perhaps this book has helped trigger [my] ancestral knowledge. Whether that’s the case, it’s certainly making a lot of sense for me.
I know the year can now no longer be considered new, but as this is my first blog post for 2020, I thought I might be able to get away with calling it new.
January in Australia wasn’t great … and for many people it’s still not great. The media spotlight has moved on, but that doesn’t mean those impacted by bushfires have had an end to their misery. There is still much work to be done in many communities to rebuild and rehouse and rethink decisions about how to live. And that goes for all of us, not only those directly impacted by the fires.
It felt like the longest month – January – and now I imagine the rest of the year will zip along speedily and we’ll be saying ‘Christmas carols already? How can that be?’. That’ll be April with the way things seem to go in the retail world!
But I digress.
A brave new year.
I stumbled across this (I don’t even know what it’s called – poster, meme, soundless soundbite, bit of fluff from the internet …?) a little while ago and it spoke to me. Loudly.
I desperately wanted this to be my year. I didn’t want another year like last year where it started poorly and didn’t seem to get better. The year ended, for me, with a trip to Caboolture hospital in mid-December after fainting for no reason, hitting my head on the table as I tipped off my chair, ending in an untidy heap under the table. I felt for Hunter, one of my grandsons who’d come to spend some time with us before we headed home. A fainting grandmother is not something any 10-year old needs to see.
A CT scan revealed a tonsular herniation and a brain scan when I came home revealed it was within normal limits. But that was no reason for fainting. Apparently, I just did. And apparently that’s of some concern.
I also had what will now be an annual mammogram and ultrasound and received the all clear. Yay! Things were finally looking up.
Christmas was spent in Sydney with good friends, Mum and Tim, and a few days after returning home we had the delight of having two of our grandsons come to stay for five days. Toi is 6 and Korbin is 4 and both were an absolute joy. I took an extra week off work and it was a wonderful additional break.
Then back to work … and somewhere along the way I read the words above and thought to myself “yes, I do want this to be my year”.
I determined to say yes to things, to do things I might ordinarily be cautious about doing, weighing up the risks and benefits and deciding that it was too outside my comfort zone or too expensive or of little pratical value.
And so to being brave and doing things that challenge me.
Last year sometime, I read a journal article in which the author mentioned The College of Extraordinary Experiences. I was so intrigued I looked it up. It’s a conference that happens once a year in a 13th century castle in Poland. Five days with around 80-100 people from across the globe, all from different walks of life, all learning about and engaging in designing experiences of one sort or another. Unlike a regular conference, this was one you had to apply for.
I didn’t do anything about it for months.
And then I thought ‘why not? If other people have a shot at attending, why not me? I can learn as well as anyone and even if it’s uncomfortable sometimes, that’s not necessarily a bad thing.’
I had an interview.
I was accepted.
You cannot imagine how excited I was.
But then I had to see if the university would support me in attending something that is far outside the bounds of a regular conference and would have no easily communicable benefit.
I put in a proposal in which I outlined as many benefits as I could bring to mind.
Late last year we were having lunch with Alison in North Melbourne. A very cool little car pulled up out the front of the cafe and I instantly admired it. We went to a car yard and sat in one and kicked the tyres. We talked about why we might buy a second car but none of the arguments were compelling enough to convince me. We didn’t do anything about it.
But then Tim said something that provoked me to think differently. He does that a lot.
And so I bought a car.
Well, not bought, but leased.
Not the kind of car I had originally admired outside the cafe, but one that had a much better safety rating and more of the features I was used to.
Two years ago, Tim (husband) gifted me a photography workshop in Sydney with two fabulous photographers. I learnt a lot and it changed the direction of my photography from that weekend on.
Last week, Tim (one of the photographers who facilitated the workshop), wrote to me saying that he’d watched my progress with interest over the intervening two years. He then invited me to a 5-day photography retreat in New Zealand in late April. Ordinarily I wouldn’t have even responded, but the words ‘be brave’ were still thumping around in my head, and so I said ‘yes, I’d love to attend’. And so I’m heading to NZ in late April to learn more about photography from two very experienced photographers. I know it’ll be a challenging five days, but one that’ll be filled with learning and opportunities to develop my photography skills some more.
I am getting off the couch.
I decided I needed to move more, regain some fitness, lose some weight, get stronger and so I signed up for a weekly Friday morning physio rehab session. Rob, my physio, said it would be challenging.
I went to the first one last Friday. It was challenging, but I’m already beginning to feel better.
I asked Tom, my trainer, if we can get back to doing deadlifts – something I’d had to stop last year when I was told to do gentle exercises only. Deadlifts are not a gentle exercise. I deadlifted 45kgs on Monday and am keen to become strong enough to lift my body weight. Of course, that’ll be easier if I weigh less!
My manager called late on Monday afternoon.
She’s accepted my proposal and so I’m off to Poland in September to participate in The College of Extraordinary Experiences.
I am beyond excited.
I’m not sitting on the couch. I’m not waiting for things to happen. I’m making them happen. I’m saying yes more. I’m more positive. I’m extremely grateful that I have opportunities and the means to make the most of them. I’m making changes.
It’s been a tough few months. Not anything health related I hasten to add.
Although before I venture into the toughness, I’ll give a brief update.
If you’ve been following my journey, you’ll know that around a year ago I found a lump in my breast. It was cancer. I had it removed in January and then in February through March had radiotherapy. It wasn’t pleasant and I’m still feeling the after effects. Last week I had a checkup with my medical oncologist. My breast tissue is still swollen and still very tender. Of course I already knew that as I feel it every day. What I didn’t know is that it’ll continue for another year or so – both the swelling and the tenderness.
Other than that, everything is fine. I still get days of exhaustion – I went to work on Tuesday last week, worked for an hour or so, went to attend a meeting and just couldn’t. Instead, I went home and spent the day in bed. And that might have had to do with the toughness than any lingering after effects of radiotherapy.
So, to the toughness.
Tim started a new job in late June and in the time between jobs we spent a week in Tasmania, touring around to places we’d been before and places we hadn’t. It was cold and wonderful and punctuated with moments of family just to make it even better.
When I got back to work, I was asked to work on an undergrad ethics unit for financial professionals.
You’re right. I know nothing about financial professionals, but had taught ethics some years before and so knew some of the basics.
‘Work on’ initially meant working with the unit chair to develop materials to ensure students were more active in their learning during the seminars. I’m very familiar with the principles of active learning and with unit design and so this was something that spoke to my skillset.
Not so the unit chair.
He couldn’t fathom why you’d want to teach in any other way than through lecture.
He couldn’t fathom how you’d teach in any other way than through lecture.
I became unit chair.
And learning designer. And developer of the materials – both online and for the on-campus seminars. And the builder of the online site.
I had help of course. A colleague would send me ‘content’ which equated to discipline-specific information on things like fraud and tax evasion and fiduciary duties.
I asked lots of questions (beyond the obvious: ‘what’s a fiduciary duty?’).
The question I asked most often was ‘what are students going to do with this information?’ Providing students with information is important. Learning doesn’t happen in the absence of information, but there are ways and ways of presenting information, some more effective for learning than others. And then there’s how students start to make that information real for them – for their personal and professional lives.
We’ve recently had a Royal Commission into Misconduct in the Banking, Superannuation and Financial Services Industry in Australia. It identified a lot of unethical – and illegal – conduct. It was a gold mine in terms exploring ethical issues, but it was outside the range of interest/thinking/relevance for many of the 662 second-year students in the unit, many of whom were international students.
So making ethics personal before we thought about professional ethical responsibilities was important to me. We started with a case study on ‘what she makes’ – a campaign involving comedian Sammy J and Kmart. He asked, through the medium of comic song, what the women who make the garmets Kmart sells make. Are they paid a living wage and was it ethical if they weren’t? We moved on from there. Some students couldn’t see the point of it and struggled from the start. These are, after all, mostly accounting students.
I’m not quite sure what I’m saying there, but I think my point is around the idea that they’ve been trained in a particular way to think about how university learning is done, and this wasn’t it. Some said it was ‘nonsensical’.
This work took all of my time, all of my energy, all of my intellectual capacity. I had to learn about the finance profession, about governance structures, executive and non-executive directors and organisational culture, the differences between tax minimisation, tax avoidance and tax evasion (which ones of those are il/legal and which are legal but unethical; which one is a tax agent obligated to do?); I had to learn about the ethical hierarchy and the AAA decision-making model, Baird’s four ethical lenses (apparently I sit squarely between the responsibilities lens and the results lens meaning I get the best of both of them, but also the worst), how deontology and teleology relate to ethical decisions in the finance sector; I learnt about APES110 and Chapter 7 of the Corporations Act, and I now have a much better understanding of the role ASIC and APRA play in regulating the finance sector.
And so much more.
SO much more.
I designed seminars the nine male tutors baulked at. This isn’t teaching. Where’s the lecture? Where’s the space for me to talk to students – to tell them what I know? Our students don’t/won’t work/learn this way.
It felt like a fight the whole time. A fight to get the materials up in time, a fight to wrestle some sense out of the information I was given, a fight to record videos and to see myself on the screen without wanting to get a professional makeup artist in to turn this old woman into someone others could stand to watch. It was a fight against time, against my own ignorance, against others’. It was 14 hour days and most of each weekend. It was responding to students’ requests for extensions – when there are 662 students, there tend to be a lot of extension requests. It was finding markers to mark student assignments and providing markers with ideas for giving feedback that was empathic and supportive rather than punitive. It was students coming to see me to ask about how to do a mind map (something I’d mentioned as a potentially useful tool for determining the links between the various bits of information they were engaging with). It was students emailing me to say they couldn’t see the point in what they were doing and ‘I don’t know what I’m supposed to be learning’. It was emails asking if [this] was going to be on the exam, even after I’d written in the unit materials that everything was going to be on the exam.
And then there was Charles.
Charles, a 24 year old international student, came to see me late one afternoon. He was struggling, not only with the unit but with life in general. He sat down, started to tell me his story and cried. His business had gone badly, he owed an eye-wateringly large sum of money, his girlfriend had dumped him. He felt that life wasn’t worth living. I sat and listened and thought, I don’t know how to help this young man, but it seemed all he needed was someone to listen. I could do that. He came to my office regularly after that, always just as I was packing up and we’d sit and he’d talk and cry. Over time, his voice began to change – there was more energy and more life in it. He’s back in China now and still writes to me. Life is still tough for him but he says I made a difference.
And then there was Rohit.
Rohit, a 22 year old international student, asked lots of questions in the online seminar. So many that another student asked him if he’d even engaged with the materials. He asked more questions via email. Eventually, I asked him to come and see me. He burst into my office, full of energy, and just as full of questions as he’d been online. He told me, quite proudly, that he was ‘immature’. I asked him how that was working out for him. That question stopped him in his tracks. He wrote that question down, and said how it was an important question for him to consider. He showed me a photo of his mother, who he loves dearly. I asked what he does to make her proud. He wrote that down too. He told me that the exam was on his birthday and so I sent him a happy birthday email the morning of the exam. He came to my office one day last week to give me a box of chocolates. He said that I had had a profound impact on him and that he felt blessed by God to have had a teacher like me.
Before the end of the trimester, when I was still trying to finish the ethics unit, under mounting pressure as the days ticked down to get the work completed but feeling like I was getting close to the end of the tunnel, I was asked to work on another ethics unit. This one was for those who are financial advisers. Sharon, you’ll be academic lead on a unit, taught in two different ways (so, effectively two different units). Please work with the learning designer and the subject matter expert to complete the work by the end of October.
The learning designer and subject matter expert did very little. My workload, which had been easing slightly (I was only working 12 hour days and fewer hours on weekends), skyrocketed again.
But it’s come to the end of November – or close to – and I can start to see a little light at the end of what’s felt like a long tunnel. I only have a few rubrics to write now, and some development work to do on one of the units – and I have my unit chair duties to do, but they don’t take too much time.
Was it worth it? Spending all my time and energy working on the development of the ethics units?
And that’s not being as blunt as I could be about it. I’ve enjoyed some parts of it, don’t get me wrong. I had a great day on Thursday for instance. I had no meetings and sat at my computer and put together resources on the ethics involved in organisational culture and whistle blowing, and that felt satisfying.
But I haven’t been to Tasmania since June – unless you count the day I went down for Emma’s birthday in October. I did manage to get to my 40 year high school reunion and spend the weekend with my 40-year friend Michelle. I also managed to fit in a quick trip to Deb’s. But I haven’t seen Byron since he was a week old and now he’s just over 6 months. I haven’t seen Mum since July. I haven’t been north to see my sons and grandkids since April.
I haven’t written a blog post since August. I haven’t taken a photo of a flower in months. I haven’t been enjoying the little bits of photography I have been doing, and I wouldn’t have been doing any except that I’m doing a part-time photography course and that requires me to take some photographs.
It’s a post about ideas … or maybe not ideas so much as thoughts.
Or threads, but not of the clothes variety.
As an introvert I have a very quiet outer world – I’m not the ‘greeter’ – you know the one, the person who exuberantly says hello to everyone in the office each morning, or the one who bounces up to each person at a party to welcome them even if they aren’t the host.
I’m going out on a limb there you realise. I’m such an introvert that I don’t go to parties – apart from the one I’m going to today. But that’s different because that’s my eldest granddaughter’s birthday party and the only other people there will be my children and grandchildren. Maybe an odd friend or extended family member as well, but ostensibly a family party.
Family parties, when everyone there is an introvert, are interesting, particularly when there’s so much family.
Only three of my five children will be there, but between the three of them they have 10 children, plus four steps. It makes for a lot of people – who, yes, are all related, but who have more conversations going on in their heads than from their mouths.
I’m making it sound as though we stand aroung not talking, and that’s not the case at all. We talk non-stop. We’re just all so worn out at the end of it from talking so much that we need alone time to recharge.
But I digress.
My sister wrote a comment on my previous blog post along the lines of ‘you have so many ideas’ and she also wrote, in her own blog, ‘I might look like I’m doing nothing, but in my head I’m very busy!’
I completly resonate with that sentiment – it’s a hallmark of an introvert – the quiet on the outside but busy on the inside thing.
And that called to mind this image I saw on social media a while ago.
I love those opportunities to have deep conversation with someone in which the scramble of thoughts/threads gets unscrambled.
I usually pay for those conversations, but that’s okay because the person I’m paying knows how to take the tangle and unravel it a little. Or maybe it’s because they listen so that I do the untangling myself, just by getting the threads out of my head and therefore out of the ravel.
[If you can unravel something, does that mean you can ravel it?]
When my students didn’t know where to begin in writing a university assignment, I’d tell them to just start, to put something down on the page and keep tugging gently at the idea/thought/thread through writing, so that eventually there are lots of ideas on the page and you can re-arrange them as required, throw some out, develop some further, add new ones, so that eventually you have a piece of writing that is as clear and unscrambled as you’d want a university assignment to be.
[Unlike that paragraph, which had too many ‘so that eventuallys’ in it. I could edit it but I like the forceful movement forward it implies.]
Deb’s right. I do have lots of ideas/thoughts and I’m getting much better at recognising when they’re in a tangle and knowing how I might go about untangling them.
It’s exhausting. But ultimately far less exhausting than having the thoughts continually scrambling around my mind.
If you want some clarity – talk to someone trained to listen.
An unscrambled mind is so much less exhausting and far less heavy to carry around.
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’m driving again, I’m back at work (and actually doing work), back at the gym (even doing some upper body work and this morning I ran almost 2kms as part of walk club), and I’m attending a photography course two nights a week plus doing the requisite homework for it.
My scars are healing well – one of them is virtually invisible (and in a spot that no one besides me would look anyway) and the other one is still a little red but otherwise fine.
It’s been four and a half weeks since my surgery, I’ve been to the final post-surgery checkup with the breast surgeon and she’s happy with my progress.
It feels like normal life and that feels good.
Except … I now have a schedule of radiotherapy treatments covering some of the fridge poetry I composed last weekend. Beautiful poems of tenderness and fragility.
Okay, I lie. The poems are words flung together with barely any thought and consequently are absurdly nonsensical.
You can only imagine how horrid the ones being covered are!
But the covering – the sheet of paper obscuring the absurdity of my fridge poetry – reminds me that life is not yet back to real normal.
I’m living in a hiatus. And I like it.
I can pretend that this particular episode is over and normal life has resumed … apart from the times I venture to the fridge, and when I have other appointments. Like the one on Tuesday last week.
I received the schedule on Tuesday last week when I went for my radiotherapy consultation. It started with a meeting with the finance person who gave me a patient card and explained what I needed to do with it, a parking permit allowing me to park on the hospital grounds for free during my treatment, and a hefty document explaining how the treatment will be financed.
I was startled to hear that it’s amazingly expensive – $24,000 to be precise although there might have been a few cents added in just to make it look like that wasn’t a number plucked out of midair. Thankfully we live in Australia and Medicare pays most of it. The out of pocket expense is a lot less, but still a substantial amount of money. I signed the forms and then was introduced to Katrina, one of the radio therapists. Until that particular moment in time I had never realised that was an actual job title.
Katrina led us to a part of the hospital we hadn’t visited before – I don’t think there are too many of them left – then into a cubicle where I had to take my clothes off – from the waist up – and put on a gown (opening at the front please). I put my clothes into one of the blue patient bags, handed it to Tim and followed Katrina into a room with a big machine in it. I lay down, put my arms above my head and held the handle bars as instructed, I was wriggled into position, then drawn on, wriggled into a slightly different position, lowered, moved backward then forward, raised, had some sort of cube taped to my stomach, drawn on some more … I have to admit to feeling like one of the drawings on Mr Squiggle.
I put on the goggles as instructed, then watched as the yellow bar raised and lowered as I breathed. When I took a particularly deep breath the yellow bar went into the blue box at the top and turned green. I practised breathing and holding the green bar in the blue box (holding my breath), as instructed, then breathed normally. Okay, we’re going to start the first scan now, says a disembodied voice close to my right ear. Breathe normally.
I breathed normally watching the yellow bar float up and down, my arms starting to tingle from being held above my head for so long. The screen in the goggles went to a white square and static-like lines criss-crossed it.
I lay still.
We’re going to have to stop there, said the voice.
Apparently, the CT scanner had stopped working. They turned it off and back on again but then engineers were mentioned and I wondered if I could put my arms down. When it was decided that getting it going again would take quite some time, I was able to put my arms down, remove the goggles, but before I could get up they did a tracing of all the drawings they’d done on me. When I say ‘drawings’ I really just mean crosses. The tracing is in case the crosses wear/wash off between now and my treatment.
Can you come back in on Thursday morning so we can do the full scan? Sure.
The crosses had washed off by Thursday so the tracing proved its worth. Less wriggling, fewer drawings, scanner at full power the whole time, yellow bar turning green as it moved into the blue box, breathe normally again thanks Sharon. Apparently I’m very good at the breathing! Years of experience, I tell them.
There’s a blood vessel at the bottom of the heart that falls in the zone of the radiotherapy treatment, as does the bottom of the lung, so holding my breath means the blood vessel and lung are lifted out of the way. It’s a simple yet clever innovation in treatment which not every radiotherapy clinic offers.
Second scan complete, I pick up the new schedule, drive home and put it on the fridge, a reminder that it’s not quite over.
Because of the delay in doing the scan, my treatment will now start on Thursday 21 February at 8am. That’s the day I’m running a new staff induction day at work. The induction day is sure to take my mind off the beginning of treatment and plunge me back into work reality – at least that’s my hope.
I don’t really know what’s in store for me as I go through treatment, but I’ll find out soon enough.
Body and mind – mind and body. It’s a duality that’s been debated by philosophers and scientists for centuries. In many cultures the body and the mind are seen as separate entities … our bodies are public, perceptible by others whereas our minds are private and something we can choose to share. It allows for all kinds of beliefs and behaviours. I won’t go into the science or philosophy of it all, but our belief in this dualism impacts the way we live our lives. And that’s of interest to me, particularly at this point in time.
Today particularly I’ve felt in the centre of a battlefield with both my mind and my body fighting for the upper hand.
I have to admit to not having had a good day today. I stayed in bed till 5pm, only emerging because I felt sorry for Emma, who I’d left on her own all day. Enya soothed me through my headphones, and I alternatively read Richard Glover’s The land before avocado and dozed.
On Tuesday I’d had my stitches removed, and I’m not sure if it was the sticky stuff on the tape or something else, but my skin was so irritated and itchy it was driving me to distraction. The heat didn’t help and I was beyond irritated, irritating and irritable with the itchiness.
My surgeon had told me that this week would be tougher – more pain (yep), redness and swelling (yep and yep), fluid buildup (yep) and with a higher risk of infection (gosh I hope not).
I’d been doing more and more each day – walking further, staying awake longer, refusing pain killers before bed, even when I was groaning in pain. I even went to the gym yesterday – mostly to determine a plan for my return but I managed four and a half minutes on the exercise bike before my head started to spin.
My mind was insisting that my body recover as quickly as possible.
But my body wasn’t having any of it. And so I felt caught in the middle. My mind was frustrated that I was still in pain, not back to normal, that I was sitting around having others bring me cups of tea and breakfast, lunch and dinner, and doing all the chores.
And then, early this morning I remembered what the physio and the breast care nurse had said:
Listen to your body.
My body was saying ‘stop. Just stop. I need a break’ and finally my mind listened.
I have to admit that I feel so much better for the rest. While the itchiness has subsided, the redness, swelling and pain hasn’t, but I feel I can cope so much better because I finally remembered to listen to my body.
I can distinctly remember a phone call I received from a close friend in late March 2012. I was on my way to Launceston to run a weekend class for my online students when my phone rang. My friend rang to tell me she’d discovered a lump in her breast and after some investigation had been diagnosed with breast cancer.
I cried all the way to Launceston and had to admit to my students that I was a bit distracted. Because my friend lived over 1500kms from me I didn’t see her live with the reality of surgery and the subsequent treatment. I saw her recently and almost seven years later she’s looking the best I’ve seen her in ages. But the intervening seven years have had their ups and downs and while she doesn’t talk much about her experience I know it wasn’t easy.
I’ve just received my own breast cancer diagnosis and the reality of the experience has hit me in a way I wasn’t at all prepared for. No one ‘expects’ to get breast cancer and I don’t imagine it’s anything but a shock to all those who hear those words but it was so far from my mind as a possibility that it’s taken a bit to be even able to say: I have breast cancer.
When I discovered the lump I decided not to tell anyone about it, not even Tim, my husband. He was going through a stressful time at work and didn’t need this added stress at home. I made an appointment to have an ultrasound but couldn’t get an appointment for four weeks. It was a long and difficult four weeks but with the help of a playlist I’d made some time earlier on Spotify – a playlist I’d called sleep songs which consisted mainly of Enya songs – I managed to keep my mind calm and my increasing stress and anxiety from Tim.
Or so I thought. He was worried about the times I’d come home from work and head upstairs to have a nap but figured that my gym sessions were wearing me out more than usual.
I went to work, tried to not think about it, not dwell on it, but every morning in the shower I was reminded of the lump’s presence. A little voice in my head told me to go to the doctor, but I was convinced the process was that you go to Breastscreen first and if they find anything a process is then put in place. Over time, the physical discomfort grew, adding to the emotional and mental discomfort I was feeling. It wasn’t pain, but the discomfort was certainly increasing.
I asked Tom, my trainer, if muscle went that low in your chest. No, he said, it doesn’t. He looked at me a moment then asked ‘are you getting it checked out?’ I nodded. ‘Have you told Tim?’ I shook my head. We talked about it sporadically at my twice-weekly sessions. It helped, but talking sporadically didn’t get it off my chest. Figuratively or literally.
Finally, the day came. I went to the Breastscreen appointment on a Friday afternoon, turning my phone off so Tim couldn’t locate me through find my friends. If you’ve already found a lump, we can’t do a mammogram I was told. You have to go to your doctor and she’ll organise a more thorough examination. Four weeks of waiting, I thought ruefully. If only I’d listened to that voice in my head.
Luckily my doctor is easy to get to see and I made an appointment for Monday afternoon. I raced out of my second meeting of the day, turned off my computer screens, grabbed my bag and headed to the appointment, pleased I have a level of independence at work that didn’t require me to account for my whereabouts every minute of the day.
My GP is quietly spoken and calm. Yes, she said. It’s a lump. I’ll make an appointment for you to have a mammogram and ultrasound. She called one imaging place. Friday? I shook my head. She called another place. Tomorrow at 9:30? Yes please. Booked.
When Tim came home that evening I told him. It was much, much harder than I thought it would be.
Next morning he finished his early morning meeting in half the allocated time – due to being super organised – and was able to come with me.
She lingered for quite a while over the lump.
We were out of there by 10:30. We were quiet on the way home and waited nervously for the result, not sure how long that wait would be.
Two hours, as it turned out. My GP rang and said she was sorry but she had potentially bad news. The radiologist’s report indicated the lump was ‘suspicious’ and that further investigation was needed. She’d made an appointment with a breast specialist for Thursday – I liked that she was super organised. Take someone with you, she said. Two sets of ears are better than one.
It meant a day and a half of waiting, of excruciating uncertainty, of tears and hugs and it’ll be alrights. Of possibilities flooding my mind, of endless what ifs. None of it helpful, but all of it normal I guess.
My request for sick leave was approved and I could at least relax a little knowing I didn’t have to worry about work as well.
Off to meet Alison in the city to watch the taping of The Yearly with Charlie Pickering. It was a good distraction, but dinner afterwards was difficult. We went to our usual place, but the food tasted like sandpaper, and our dribbles of conversation always came back to what-ifs and wonderings.
Wednesday. I called Deb, my sister, in the morning. She told me she’d dreamt about me the previous night and her sleep was so disturbed she’d had to get up and read at 4am, something she never does. If I hadn’t called her, she would have called me. It’s comforting to know our connection is still so strong.
Tim found a patch of rainforest in the Otways and we packed our lunch and headed there for the day. We always find consolation in trees and these trees were particularly consoling as they were very similar to the deciduous beech trees we were so familiar with from our many years in Tasmania. Little fagus-like leaves scattered across the forest floor took me instantly back to Cradle Mountain and I felt some of the tension dissolve from my body.
We drove home via the Great Ocean Road, so I had the double delight of trees and ocean on the same day. It was beautiful, all those trees and all that ocean, but the anxiety didn’t ever go away and potential outcomes flitted through my mind all day.
Thursday. My appointment with the breast specialist was moved from 9:30 to 11:20 – not long in the scheme of things, but the delay felt much more like 24 hours than slightly less than 2. I was instantly put at ease when we met her though. She exuded confidence and compassion, and patiently answered our questions. If the result was positive, I would have surgery to remove the lump on January 15. I’d have an overnight stay in hospital, some weeks recovering, then further treatment starting six weeks later depending on the status of my receptors. A good outcome was to be oestrogen positive and HER2 negative. That would most likely mean radiotherapy but no chemo.
But in the meantime, given the suspicious nature of the lump, I needed a biopsy – my super organised GP had organised that too, for 2pm that afternoon.
We wandered to a nearby cafe for lunch feeling more relieved than we’d felt in a few days. At least we knew what the process would be, even if we didn’t yet know the outcome. We had information – something objective and real to hold on to. And I had a glimmer of hope.
A mini-faint after the biopsy but otherwise it was a no fuss, though not at all pleasant, procedure. The nurses, Nina and Athena, were lovely. Very caring, one rubbing my ankles as the biopsy was being performed and the other noticing the pain on my face when the needle went beyond where the anaesthetic had reached. Two samples would have to do. A wet washer for my forehead, a fan to cool my body, the sheet off my feet, the blood pressure cuff wrapped around my arm, an icepack on my breast and after a few minutes all was right again. Athena went to get Tim and we went home to wait some more. The specialist had said she’d call on Monday with the result.
Friday. I stayed in bed for most of the day, Enya playing through my headphones, my mind not at all calm, but the music did help. Tim swapping the icepacks regularly – one warmed on me while the other cooled in the freezer. No phone call, no matter how desperate I was to hear. By the afternoon I’d convinced myself I was going to get the all clear.
Saturday. No run club for me this morning. No swelling or bruising from the biopsy though, so that was good. I’ve learnt to rest properly and not feel bad about spending time in bed. My two hospitalisations in the last two years have convinced me of the importance of rest for proper recovery. We had some last minute Christmas shopping to do, so slowly ambled down to the Hawthorn shops. Tim went for a coffee while I let my eyes wander over the books in Readings. My phone rang. It was the breast specialist. The report was in and she told me the result. It wasn’t what I’d wanted to hear. Did I want to come in to see her that afternoon? Yes please, I did, very much.
Again she was all compassion and confidence, answering our questions patiently. The surgery was booked in for the 15th. It meant I could still go to Tassie for Christmas, then to Queensland for the first week of January with one of my granddaughters to visit family.
I remember snatches of what she said as we drove home: my receptors are the ‘good’ ones, the lump is slow growing, it’s not life threatening, I won’t need a mastectomy, it’s treatable, I’ll have a radio oncologist and a medical oncologist, I’ll have a sentinel node biopsy meaning they put radioactive material into my chest and track it with a geiger counter to know which lymph nodes to remove, the second week of recovery will be worse than the first week, take as much time as you need/can to recover, hormone therapy, radiotherapy, possibly no chemo … if you’re going to get breast cancer, this is the one to get.
I feel fortunate.
At least I know now, the uncertainty is over. I know the process, I know that the cancer will be removed from my body, that I’ll have a good medical team providing excellent care, that I won’t lose my breast, that I may not lose my hair, that the cancer will be gone.
I’m fitter and stronger than I’ve ever been in my life before, I have a tremendously supportive and capable husband, I have an excellent specialist, and I have a beautiful array of family and friends who will do what they can to care for me.
Sunday. I decide to tell the children. They all live in different states to me so that means five phone calls. It’s interesting how differently they reacted to the news. I let them know there’s a little bit of bad news but then some better news. None of them were expecting this particular piece of news. Ben makes me laugh by telling me about something he’d supposedly read in a medical journal last week. Daniel’s voice deepens with concern and I know to tell him as much information as possible. Rochelle is shocked into not being able to say very much at all. It’s hard for her to take in and she goes quiet in that way she does when she’s processing difficult information. Chase tells me he loves me through his tears. Emma offers to come over to support me through my recovery, cries when it’s time to say goodbye, and I hear ‘love you Mum’ before the phone hangs up.
I also tell Mum. It’s safe to say it came completely out of the blue for her too. She’s with my brother for Christmas and I’d warned him I was calling her with some news. He called me afterwards to let me know she’s okay and to get some more details. The telling makes it more and more real but also re-emphasises the positives. It’s not life-threatening. It’s slow growing. It’s treatable. The outcomes are good.
I am fortunate.
I am worn out by the telling and re-telling and admit to bouts of crying throughout the afternoon as my emotional energy dwindles.
It’s been a big week!
Stick with me over the coming weeks. I’m not sure if I’ll write more about this particular journey, but I just might. It might help me work through what I’m going through and it might help others too in the sense of coming to more clearly know it’s not all doom and gloom. I’m not actually sure about that part of it, but that’s my hope.
I’m fine – tired but otherwise fine – and I know I’m in good hands. I have a great medical team, good access to all the services I need, and just as importantly, if not more importantly, I’m surrounded by warm, caring and generous family and friends.
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 June 2014, I moved from Tasmania to Melbourne to live with my husband who’d moved here 5 months before. That move meant I stopped being a pre-service teacher educator.
I admit to falling into a bit of a hole. It took me some time to get used to the idea that I wouldn’t teach at university again.
And then, in 2015, I taught at university again – for one semester. And when semester ended I again stopped being a pre-service teacher educator.
I admit to falling into a bit of a hole. It took me some time to get used to the idea that I wouldn’t teach at university again.
And then earlier this year a former colleague from the University of Tasmania asked if I’d like to teach at university again.
I would. I did. It was great. One semester of interacting with students – students who were keen to learn, who were mature in their attitudes and capacity to think for themselves; some of these students I’d taught when they were in their first year of university. They remembered me, as I did them. It was great to reconnect, and interestingly, they thought so too.
And then the same colleague asked if I’d be interested in teaching the post-grad version of the unit in second semester.
I would. I did. It was great. Another semester of interacting with students – challenging their ideas about teaching, gently encouraging them out of their comfort zones, helping them see that they are more than deliverers of content, more than transmitters of what they know, and that students are more (much more) than empty vessels waiting to be filled.
I had marking to do, and I did it, and now I’m finished and the relief I feel is real and very (very) sweet.
So, am I a pre-service teacher educator? It appears the answer is ‘sometimes’ … and that’s way better than never!