1. The Heart of Teaching: Finding Your Place as a Teacher
Joseph Kyser, CEIT & STH

2. Introductions
Name, School/Department, Preferred Name
5 second Pause

3. Structure My Hope Set of questions Reflect for 2 minutes
Discuss as a full group
Scholarship

4. Getting Started: Your Identity as Teacher
What does it mean for you to teach at Boston University?
What are you trying to achieve with your teaching? What is your aim, goal, or purpose?
What experiences, emotions, or reactions do you want to have in connection to your teaching?

5. Begin to Dig: Focusing on the Student
What experience do you want your students to have in your classroom?
How do you actively engage your students throughout a class session?
What expectations do you have for your students? What constitutes an “ideal student” in your class?

6. Digging Deeper: Building Community
How is community intentionally built in your classroom? Unintentionally?
How are you learning in community within your discipline? How does that learning influence your classroom?
How does community foster deep connections between you and your students, your students and your discipline, and your discipline and you?

7. Digging Further: Tapping into Wholeness
What does “educating the whole student” mean to you?
What does “teaching from your whole self” mean to you?
How are elements of these principles evident in your classroom today?

8. Finding the Heart of Your Teaching
How does transformation occur in your classroom?
How does your classroom promote liberation for you and your students?
How does your classroom encourage the integration of content knowledge and the ”human experience”?

9. Scholarship Parker Palmer The academy is disconnected
As teachers we often hide behind our fears
Community helps resolve many of these issues
Community in the classroom
Community between colleagues
Community within a subject-centered education
From: The Courage to Teach: Exploring the Inner Landscape of a Teacher’s Life

10. Scholarship Rachael Kessler
To teach at our best selves requires us to know our deepest selves
We do this through:
Finding times of silence and stillness (rest)
Defining our meaning and purpose
Finding joy in what we do
Using creativity to feel inspired
Accepting the unknowns of the universe
From: The Soul of Education: Helping Students Find Connection, Compassion, and Character at School

11. Scholarship Paulo Freire
Education can be used to oppress or liberate individuals
Challenges the traditional viewpoint of teacher- student relationship in light of power differences
Calls for an education based on dialogics
Dialogue is essential as we explore content, human-world relationship, and generative themes
From: Pedagogy of the Oppressed

12. Scholarship bell hooks
The classroom should be a place of freedom and empowerment
Pulls from feminist theory of liberation
Promotes a multi-cultural approach to the classroom
“Any classroom that employs a holistic model of learning will also be a place where teachers grow, and are empowered by the process. That empowerment cannot happen if we refuse to be vulnerable while encouraging students to take risks.”
From: Teaching to Transgress: Education as the Practice of Freedom

13. Scholarship Tobin Hart
In this information age, knowledge has a transforming power that must be utilized more in the classroom
The classroom must address the different ways of knowing and learning (multiple learning styles) if students are to be transformed
Believes transformation calls us to a deeper knowing in the heart where “paradox and possibility open up. Old divisions of either/or move even beyond multiplicity to seeing with a singular depth, to the unifying heart of things; the loving heart is the bridge between worlds.”
From: Information to Transformation: Education for the Evolution of Consciousness

14. Questions?

15. The Heart of Teaching: Finding Your Place as a Teacher
Joseph Kyser, CEIT & STH