On the wings of learning

When I was in 5^th grade I sat in the middle of my classroom. I was not the brightest nor the loudest nor the shyest nor the tallest nor the funniest.  I enjoyed school but I preferred to be outside playing. I got good grades, and I suppose I was quite “normal” by most standards.  Two things made me “special”. I was the only Hispanic in my entire elementary school and I loved to draw.  When any class assignment involved drawing I felt like I became engaged in what the subject was about.  Most of my memories of when I was in school that are my favorite memories revolve around a drawing activity or event. That was when I was learning at my "best".

One of those memories is in Mrs. Zinn’s class in Indianapolis and learning about birds.  Everyone was given a report to do on a particular species of a bird and for whatever reason, mine was the noble red-winged blackbird.  She also handed me a manila colored 8 ½” by 11” construction paper in case I decided to also depict my subject. I remember analyzing the bird in my mind’s eye (now having had experience as an art educator I realize that what I was doing implicity was breaking it down into parts and figuring out its proportions so that I could put it back together again as a whole). The image of the bird that I was looking at amazed me, perhaps it was its elegant shape, or perhaps it was the striking contrast of the bird’s black feathers against the bright red-orange and yellow crowned wings.  I am sure I also studied its habitat and its feeding habits, but what I remember most is its distinctive look and how I tried very hard to get my black crayon to appear as glossy as it actually looked in the encyclopedia’s picture and I worked so delicately to blend my red and orange crayons so that I could imitate the beautiful bold hue that gave this bird its name.This memory surfaced for me this week when a few days each morning a neighboring red winged black bird came tapping on my office window.  I was transported immediately to my elementary school desk as I proudly turned in my report with my drawing of this beautiful creature.

This experience this week coincided with my evaluation on the catechetical lessons for next year’s children’s classes. It made me aware of how learning is very complex and multi-faceted in the field of any kind of formation. We can’t just lump every child as one “learning type”. We must remember that every child is “special” and learns and processes information uniquely.

Catechesits must always re-evaluate and train ourselves to be able to adapt the “how” of what we do in a classroom environment. Are we so rigid that we can't respond to a particular need from a child? We must be open to changes driven by feedback from our families. What are the challenges to their faith journey? We must get to know our students intimately so that we can determine what drives them to want to learn.  We must also stay focused on our priorities. This work is most likely to be manageable and effective when we work together as a team.  As catechists, we must be willing to avoid working "solo". We must work with our families; as they are the primary catechists. We need to  encourage, train, and empower them to be part of the learning process for their children.

This quote from an educator makes me pause as I begin my summer in reflection for the next year: “As you enter a classroom ask yourself this question: "If there were no students in the room, could I do what I am planning to do?" If your answer to the question is yes, don't do it.” Gen. Ruben Cubero, Dean of The Faculty, United States Air Force Academy

As I join the hundreds of  DRE’s at the National Conference for Catechetical Leaders next week in Cleveland I hope to be inspired by what I hear and see. And who knows, I may also get to draw?