Educational Philosophy
Michael G. Lyon
Education places a teacher in one of the most precious positions in any field or an individual’s life. Using proper active listening skills, servant leadership, and the spirit of Kaizen, one establishes a safe environment and stage to engage. Through these three overarching principles, one can encourage creativity, promote personal growth, and perhaps most importantly, cultivate and nurture the needed safe learning environment that must take place. Doing so ensures confidence that the environment in which students learn best will effectively promote their learning skills.
The philosophy of active listening and engagement is not a teacher just dictating what should be retained but is harnessed to nurture student-based pedagogy that utilizes their inclusion and discussion on lessons to be taught. Active listening is unmistakably engaged in a conversation while honoring the matter discussed from the student's perspective. In successful cases, the efficient art teacher guides a student towards lessons taught with their student’s voice, then engages. As a prominent scholar, psychologist, and pioneer in the field of humanistic psychology, Carl Rogers states, “People who have been listened to in this new and special way become more emotionally mature, more open to their experiences, less defensive, more democratic, and less authoritarian” (Rogers, 2007). Using a student’s self-interests and learning capabilities or a community’s/school’s, students become engaged with themselves and each other’s learning. Through this interest, students are inclined to personally include themselves in their learning while actively listening to themselves as the teacher provides associative examples and guidance with integrity. (Eisner, 1984) In art education, the visual aesthetic and one's imaginative ability come second to an individual’s acknowledgment of growth in their thought process in the art classroom. Any art produced can then be appreciated and assessed as such when students develop their understanding and exhibit their learning process. This is art. Talent aside; authentic assessment can exist individually as a result. The servant leader/teacher who practices and models active listening to students and provides this individualized learning while harnessing their unique learning process nurtures a growth philosophy.
One must actively listen when the learning process is individually focused and supported by a servant teacher/leader. Servant leaders intervene successfully when they enthusiastically and genuinely engage with students’ unique learning characteristics. A servant leader focuses on this need, builds interest, and provides/acknowledges feedback regarding improving a student’s individualistic ability to grow. Trust also then grows, establishing a safe learning environment even more. Everyone thinks differently and can adapt, assess, and be guided to improve their unique way of thinking qualitatively or quantitatively in art making. As Sandy Carollo (2011) states, “Through servant-leadership and a focus on active listening, unity can be established through understanding” (p. 80). Teaching the spirit of improvement, or kaizen, using a student's unique passions and intellect while aggressively listening as a servant, mutually promotes a safe, respectful learning environment. Higher achievement and understanding result in student discoveries because risk-taking occurs more often if the student feels safe. The result is entirely new creativity, learning, and discovery for a student, a classroom, or a group. With the utmost integrity, I lead along with the students themselves as they learn individually and together to respect our process. Together, we grow, harboring respect for the safe place we honor, knowing it benefits us through creativity and exploration.
A safe learning space is needed to provide the groundwork and platform for individual growth in imagination and creativity for any individual or community, inside the classroom or outside. Having the space offers and establishes the rapport needed for learning for both teacher and student. A safe learning environment can be nurtured by catering to all students' social, emotional, mental, and behavioral needs. (Edmondson, 2016) Providing honest enthusiasm, desire, and intention for a safe environment must be present. I advocate the benefits of social and emotional learning (SEL) in establishing a psychologically safe working environment, and I continue to support the research on why this is beneficial. Psychological safety and comfort towards any individual are attained in how they prefer to learn, too, which can be promoted individually by an actively listening servant leader. Learning itself becomes the central focus of this safe environment. The spirit of Kaizen, for both the teacher and student, is born of this.
In its most valid form, improvement possibility for oneself in learning can always be a focus, almost spiritually and collectively, for a group or society. Kaizen is an ancient Japanese philosophy with universal faith that continuous improvement is always within reach. I proudly earned my nickname, Coach Kaizen, because I authentically and enthusiastically serve to embrace a desire to learn and teach with continuous improvement. I lead by example. With individuals/students, aggressively sharp active listening/engagement skills, and a genuine desire to truly serve as a leader, I set the stage to engage with these benefits positively. I see my influence growing those around me individually, as groups, and as communities, primarily as we must engage as we do. We are more incredibly immersed in the visual culture than ever. (Freedman, 2003)
I must research, serve, and teach as we continuously grow, learn, and safely explore each other’s individualistic learning processes. Working together socially and evolving safely in classroom communities ensures successful individualized student learning. As students learn, I keep their interests specialized while focusing on their continuous improvement. (Kaizen) My holistic dedication to these three overarching principles has ensured my success as a leader, teacher, and learner and promoted the individual growth of other great listeners, providers of continuous improvement, and future teachers and leaders in America.
References
Carollo, S. (2011). Beyond dialogue: The nexus of active listening and servant-leadership: A pivotal point for pedagogy. AUDEM: The International Journal of Higher Education and Democracy, 2(1), 80-93.
Edmondson, A. C., Higgins, M., Singer, S., & Weiner, J. (2016). Understanding
psychological safety in health care and education organizations: a comparative
perspective. Research in Human Development, 13(1), 65-83.
Eisner, E. W. (1984). The kind of schools we need. Interchange, 15(2), 1-12.
Freedman, K. (2003). Teaching visual culture: Curriculum, aesthetics, and the social life of art. Teachers College Press.
Rogers, C., & Farson, R. E. (2007). Active listening.