-Teaching literature is a political act, and reading is an interactive experience. Teachers should also carry certain qualities to their practice. What I wonder is how to make every student feel that way, particularly the students who dislike reading.

Vinz Reading

-We have to be self-reflective about our practices as a teacher, and that may require unlearning the things we've been taught. We have to be comfortable in the not knowing. What I wonder is how to embed spaces for self-reflection in the school setting.

Freire's view of teachers as intentional constructions of virtue fascinated me, and left me thinking about the intentional vs unintentional crafting of character in professional settings. His descriptions, however, seem to allude to an evasive descriptor that would more accurately convey how these intentional qualities do not serve to replace what an individual brings to the table in term of perspective and personality, but rather accent it, and utilize that augmentation in order to make the teacher of a classroom accessible, something that traditional can be hard to establish because of power dynamics.

Wondering - Freire states: "If we think of education as an act of knowing, then reading has to do with knowing. The act of reading cannot be explained as merely reading words [...]" (18) In stressing education as an act of knowing, Freire implicitly defines learning as the process by which one knows. His suggestion here seems to me that reading serves as the process by which one learns from the text, but also extends beyond that. Freire seems to highlight the integral nature of experiental context to the act of reading, as, though the text remains constant, our own qualifications, rather that be experience (either in the moment or long term) knowledge base, etc. have continued to evolve, and our meaning shifts over time. I am wondering whether Freire's relationship with knowing here is focused on the awareness of / learning from the relationship between the reader and the text, or whether it pertains more to using the text as a springboard to understand the reader's direct relationship with the world around them? or does he mean both?

I would have liked to get to the second reading but didnt have time

Additional notes: freire essentially highlighting the importance of learning as a process not a destination, proficiency vs growth mindset.

Vinz continues later on, "Without the disposition of not-knowing - trusting the possibility of having our minds move in unanticipated directions and acting instantaneously without rehearsal - what type of teachers would we become?" Though it is often uncomfortable to live in such uncertainty, it is necessary to do so if we are to expect sincerity and earnestness from our students. As Freire says, "The teacher has to be free to say to students 'You convinced me.' Dialogue is not an empty instructional tactic, but a natural part of the process of knowing."

I wonder how we can build into our lesson plans this desire for true dialogue and un-knowing for the sake of our student's knowing. What are some practical ways to keep this spirit in the classroom?

Vinz - For Vinz, I'm thinking more about the ways that intellectual curiosity requires an acknowledgement of what we don't know. We don't chase what we already have, so I'm thinking about the ways that unknowing, and chasing knowledge, can become a joint pursuit for student an teacher in a real way, not an empty one. I'm not quite sure how to get there, but that's my thinking as it is.

Takeaway: Teachers must accept that we will never reach a “full” understanding of the practice; we can only be confident and well versed

Wondering: How do we maintain the balance of teaching being both political and artistic as society moves away from emphasis on artistic importance?

Vinz reading

Takeaway: Similar to Freire, the position of teacher is that of a constant learner. We must constantly adjust our thinking as conditions and knowledge changes

Wondering: How do we maintain an attitude of un-knowing while still being the one to transfer knowledge? Is it just part of the acceptance of teaching that what we once taught to be foundational could be futile later on?

My main takeaway from "Capturing a Moving Form" is the importance of reflecting upon teaching practices. Teachers must be reflective in order to recognize strengths and weaknesses in the approach to teaching. Ultimately, this is how we grow. While this may appear to be hard to let go at first, it is integral in considering the needs of students and ensuring that students have a successful learning experience. Taking this into account, I wonder how we can take advantage of lesson planning and reflect during those specific moments that encourage us to consider students' needs and best practices in teaching English.

I appreciate Vinz for the highlights on a dynamic curriculum, which is tied to the identity of students. Moreover, the planning of the curriculum is not a one-off action. We are always on our way to “becoming” a teacher, acknowledging our vulnerabilities and progressing our work as the growth of our students.

Paulo Freire emphasized the importance of becoming vulnerable in the face of uncertainty. For instance, he acknowledged that teachers must learn how to continue learning. Find interests in what students deem significant. Most importantly, become open to learning from students just as we teach them.

Vinz

"How Am I Becoming as a Teacher, as a Knower, Enabler, and Believer?"

My main takeaway from this article is how to reposition our brains to acknowledge the weaknesses in our teaching practices. When acknowledging our weaknesses, we are opening the window to learning how to become skillful and thoughtful educators. My main wondering is, how do we cultivate a culture of curiosity among emerging educators?

My wondering, after reading Freire, is the practical applications of creating a classroom that is both tolerant and political. As an educator, I agree that “students have the right to know what our political dream is. They are then free to accept it, reject it, or modify it” (pg. 18). But I have worked with a large variety of students, all who have walked dramatically different paths in life than me. How do we challenge students while also allowing the classroom to be a place where they are fully welcomed? How do we assign books that challenge their worldview and encourage critical thinking without too much bias?

This connects to the takeaways, and wonderings, I have about the Vinz reading as well. Vinz believes in a process of "unknowing" assumptions in our teaching practices. He encourages us to confront our unknowing. My takeaway is that this "unknowing" is similar to Freire's idea of humility. We should look at the world as our students do, curious and open-minded. My wondering is practical ways to implement this ideology as an educator. How we can be "un-know" and "not-know" educators without creating too much chaos in classroom discussions/curriculum?

My wondering: What specific reflective practices can be most effective in helping teachers, and how can they remain openness and adaptive in the face of uncertainty and constant changes, and how can they balance the need for a fixed curriculum with the flexility to unknown and new challenges?

Takeaways from Paulo Freire: Teaching and learning are inseparable, that as teachers, we learn from the process of teaching and we learn with the students for whom we make possible the conditions to learn.We also learn from the processes that the students are also teaching us. Freire also highlights the political and artistic dimensions of education, that education should not only impart knowledge, but also inspire creativity and political awareness. Virtues like humility, tolerance, and love are essential.

Freire's insights about virtues such as humility and patience are paramount. Teachers must learn and not simply teach. This sensitive balance cannot thrive without trust. I've always believed that it is best for students to make character mistakes while young and within a safe environment. Humility and patience are required in what I perceive as professional forgiveness. Students must know that they will be held accountable for their mistakes, but they can also grow immensely from them.