Exploring Engagement, Presence, and Teacher Identity – Concluding Reflections.

This week on my Teaching Artistry course we examined the nature of engagement, the impact of presence, and the evolving journey of teacher identity. Participants reflected on what it means to be truly engaged in the classroom, both as educators and learners, and considered the kinds of teachers they aspire to be. These reflections illuminated the interconnectedness of presence, identity, and the learning environment, offering insights into how teachers can shape more meaningful educational experiences.

Engagement: Beyond Attention to Connection

The concept of engagement resonated strongly with participants. As one noted, engagement isn't merely about capturing students' attention; it's about fostering genuine connections. This necessitates rethinking our roles beyond the transmission of knowledge, emphasizing the importance of creating an environment where learning is an active, enjoyable experience. The discussions highlighted how a teacher's physical and emotional presence plays a pivotal role in shaping the learning atmosphere, often extending far beyond the curriculum to influence students’ current experiences and future aspirations.

Participants acknowledged that achieving this level of engagement requires continuous reflection on teaching practices. One reflected on the need for performative skills, which are totally overlooked in traditional teacher training. The notion that "teaching is an art form" was echoed by several, inspiring them to integrate more embodied strategies and techniques to enrich the classroom experience.

Presence: The Teacher's Role in Shaping the Emotional Environment

The concept of presence in teaching ws central to the discussions. Several participants shared stories about the emotional environment of the classroom, with one citing a parent who noted, "The basis of learning is the teacher's personality and how students see the teacher." This insight served as a reminder that the identities and behaviors of both teachers and students contribute to the learning experience. Reflecting on presence in this way prompted many to consider how their own emotions, demeanor, and actions influence classroom dynamics.

It became clear that presence isn't just about being physically present; it also involves cultivating an awareness of oneself and others. Through the course activities, participants explored practical ways to enhance their performative skills, aiming to make their presence more impactful and supportive in the learning process.

Reflecting on Identity: Who Are We as Teachers?

Throughout the week, participants grappled with questions about teacher identity: "What kind of teacher am I, and what kind of teacher do I want to become?" For some, this journey involved acknowledging the role of past experiences, family influences, and even previous teachers who had shaped their approaches to teaching.

Reflecting on role models proved to be a particularly meaningful exercise. Many participants found value in considering the teachers who had inspired them and the qualities they hoped to emulate. This reflection not only helped them understand their current teaching identity but also guided them toward the kind of role model they wished to be for their students. It underscored the idea that a teacher's identity is not static but continuously evolving as they gain new experiences and insights.

Practical Applications and Future Growth

The reflections from this week extended beyond theory, with participants sharing practical steps for personal and professional growth. Some mentioned starting journals to document new activities and teaching strategies, recognizing the importance of continually updating their pedagogical repertoire. Others highlighted the value of performative skills and expressed a desire to go deeper into drama techniques to enhance their teaching presence.

The discussions reinforced that teaching is not just about mastering methods but also about embracing a growth mindset and striving for authenticity. By fostering a classroom environment where both teachers and students can be fully engaged and present, educators can create a space that nurtures meaningful connections and lifelong learning.

Final Thoughts

This week's reflections have provided a wealth of insights into the dynamic nature of engagement, presence, and identity in teaching. The discussions served as a powerful reminder that the journey of becoming an effective teacher is ongoing, requiring both introspection and practical action. As participants continue to refine their approaches, they are not just shaping their identities as teachers but also transforming the learning experiences of their students.

Through this course, we are reminded that teaching is an art—an evolving craft that requires dedication, creativity, and a deep understanding of oneself and one's students.