Side Trip or Sidetrack?

          In 1988 and again from 1991 to 2002, I taught English as a second or foreign language in South Korea and in various places in the U.S. I enjoyed teaching the English language. It was satisfying to get to know a group of students over a semester or an eight or ten week term. I liked creating learning experiences that were both useful and enjoyable. The conversations with students outside of class time were often stimulating and entertaining, and the cultural excursions were exciting. Put quite simply, it was fun. And for me, it’s important that my work be fun.

          So why did I leave teaching for advising and counseling roles? There were several reasons. Teaching jobs were term-to-term in most cases, not permanent, and although that was more or less in my comfort zone, I felt that the job insecurity caused stress on my relationship with my significant other of that time. There were also no included benefits with the jobs in the U.S., so I had to depend on my significant other’s employee benefits for domestic partners. And the pay wasn’t great. While it would have been enough for me to support myself alone, it wasn’t enough for me to contribute to the lifestyle that seemed important to my significant other. So I sought permanent, full-time jobs with benefits. And, I did have an interest in advising and counseling that pre-dated my relationship with my significant other, so I willingly made the career shift.

          Now I’m more or less done with counseling and looking forward to a new chapter in teaching, this time incorporating more e-learning and multimedia technologies in my practice. I am both excited and nervous, with all sorts of questions spinning in my mind: Will I be able to successfully facilitate learning in my students, helping them reach their educational goals while also fulfilling the expectations of my employer? Will my methods and approaches be outdated? Will I be able to capture and hold the attention of these millennials who have grown up with smart phones and tablets in hand? Will I look like a dinosaur next to the veteran teachers?

          And some of the old concerns have crept back: the insecurity of continued employment from one term to the next; the lack of benefits; the relatively low pay.

          Yet despite these questions and concerns, I wouldn’t go back to counseling unless I absolutely had to. Sitting at a desk in an office all day long; working with students individually one after the other, having the same conversations over and over again; dealing with the stress and drama of departmental and institutional politics; all of that was not for me, no matter how secure the position or how high the pay or how good the benefits. Counseling just didn’t feed my soul. It wasn’t fun at all.

          My faith in God drives me to trust that my Creator loves me and has a plan for me, a plan to prosper me and not to harm me, a plan of hope for my future. Sure, doubts and insecurities sometimes cloud that faith. But if they didn’t, it wouldn’t be faith; it would be certainty, which doesn’t require much faith at all. And without faith, there can be no meaningful relationship with God.

          I believe that in all things, God works for my good. There is good to be found from my years counseling and advising; good that I can bring to the table of my new life as a teacher. A side trip isn’t the same as a sidetrack. I’ll need some time to get back on the teaching track again, for sure, but this time it will feel like a new experience because of the new knowledge I’ve gained. I believe that good awaits me because I’ve consistently encountered good all along my life’s path. In spite of my neurotic anxieties, I don’t expect the path that lies ahead to be any different.

Note: Of great inspiration to me in my decision to return to teaching was Parker J. Palmer’s The Courage to Teach: Exploring the Inner Landscape of a Teacher’s Life, 10^th Anniversary Edition (2007, Jossey-Bass).

Personality, Intelligence, and Learning Style

“The only journey is the one within.” – Rainer Maria Rilke

            I have long been a fan of personality inventories and typology. Maybe it’s because I’m a people-person and fascinated by how incredibly different we all are. Or perhaps it’s due to my own natural personality inclinations. I don’t know when exactly I first discovered personality assessments, but I’m guessing it was sometime after my undergraduate years. Probably it was when I returned to college to earn my teaching certificate and took an educational psychology class. Whenever it was, since then I’ve been hooked, so I thought I would share a few of the personality, learning style, and intelligence inventories that I like.

            Probably one of the most well-known personality inventories is the Myers-Briggs Type Indicator, or MBTI. Devised by Katherine Cook Briggs and her daughter, Isabel Briggs-Myers in 1962, the assessment is based on the psychological theories created by Carl Jung. Since then, it has been tested and validated worldwide and has grown to become one of the most widely used personality inventories in schools, workplaces, and therapist offices. In short, the assessment identifies where in a dichotomous spectrum one’s personality lies in four areas: Introverted-Extraverted, Intuitive- Sensing, Feeling-Thinking, and Perceiving-Judging. I won’t go into detail here, but if you’re interested in learning more, visit the website of the Myers & Briggs Foundation at http://www.myersbriggs.org/. There are also lots of free, informal assessments based on the MBTI available online. While not scientifically validated, something like that would be a good way to introduce you to the concept, and later when you can take the official assessment, you can compare results. I’ve taken the official assessment at least twice, and many informal assessments, and I always show the same results: Extraverted (meaning I get my energy by being with other people), Intuitive (meaning I gather information more on a gut level than with my five senses), Feeling (which describes the way I process the information I gather), and Perceiving (think “go with the flow,” and “open-ended;” those words describe a Perceiver). The most balanced people are those who score about midway in each dichotomy, but there’s nothing wrong with being strongly one way or the other. For example, I have some Introverted and Judging tendencies, but I am almost off the charts when it comes to being Intuitive and Feeling.

            Another typology I like is the one developed by John L. Holland, who researched the fit between a person’s personality type and her career choice (to sum up, people who choose careers that are a good fit with their personality types are the happiest with their work…Duh!). I would never recommend a Wikipedia article to a student doing research for a paper, but for general information, it’s a good go-to website, so check out the article on Holland Types there: http://en.wikipedia.org/wiki/Holland_codes. Most assessments based on Holland types will show the respondent’s top two or three dominant types. My top two are Artistic (the Creators) and Social (the Helpers). I’m expressing both in this blog post, using my artistic side to write, and my social side to teach readers about something I believe is useful and interesting. Teaching is a good profession for me because it engages both my Artistic and Social traits. My tertiary type is Investigative, which means I enjoy finding out things.

            In 1983 American psychologist Howard Gardner proposed that human beings actually have a spectrum of intelligences in different areas, and that everyone is intelligent in at least one area. While many psychologists have criticized Gardner’s work for various reasons, many educators have embraced it because it values variety in human thinking and reasoning. In my opinion, perhaps “intelligences” is not the best term to use, but rather “talents.” This gibes with my own spiritual beliefs that each person has at least one natural gift, or talent, which can be identified and developed. According to one assessment, my strongest intelligences are musical, social, and linguistic. Seems to parallel what I have previously described about myself in light of MBTI and Holland types, eh? Oh, and in recent years, some Gardner enthusiasts have suggested that existential, or spiritual, intelligence be added to the spectrum. I agree with them that there are some folks who are just naturally predisposed to pondering the big questions of life and connecting with the more ethereal realities of our universe. Don’t be alarmed, though; Gardner posited that all people have some degree of each intelligence. For example, my lowest intelligence is logic/mathematical. That doesn’t mean I can’t do math; it just means it’s harder and less relevant for me than it is for someone who is naturally predisposed toward it. So don’t accuse me of claiming that some people will be lost for all eternity because they haven’t been gifted with existential intelligence. It just might require more work for them to process and experience the concepts of God and Holy Spirit or whatever other cosmological philosophy they ascribe to. If you’re interested in knowing your own intelligence types, visit www.literacyworks.org and take their free online assessment on multiple intelligences, which is based on Gardner’s work.

            Finally, for anyone interested in learning (as we all should be, no matter what stage of life we’re in), it’s helpful to know about one’s learning style preferences. One common learning style model used in education is VARK, which stands for Visual, Aural, Reading/writing, and Kinesthetic. There are various free online assessments available to help you find out your own VARK preferences. Here’s one: http://www.vark-learn.com/english/page.asp?p=questionnaire. I myself learn best with reading/writing and visual cues. For example, if you’re giving me directions, what works best for me is a turn-by-turn list (reading/writing) and a simple map (visual). Most US education environments emphasize learning through aural and reading/writing means, but educators and trainers are learning how to engage various learning styles when they facilitate learning opportunities for their students. As an educator, I’m challenged by helping kinesthetic learners engage the content of lessons. It’s not too difficult in a small class or workshop, but in a room full of seventy-five people or more, it can be a challenge. One trick is to offer to let learners hold something that they can manipulate quietly while they learn, e.g. a ball of modeling clay or a squishy toy. Even doodling is a way kinesthetic learners can “move” while they learn.

            To understand ourselves better is to understand others better, and understanding others connects us and helps us build bridges instead of barriers. Knowing oneself isn’t all that hard, but it does require work, and that work, I believe, is worth the time and energy put into it. I like how Jennifer Aniston puts it: “Once you figure out who you are and what you love about yourself, I think it all kinda falls into place.”