Driving home from Kankakee yesterday, my husband Rob and I got into a more serious conversation worth writing about. I asked him to tell me what he thought about the day’s training session: 1) the process of tacking up in the aisle while Gugi was upset that she wasn’t being turned out with her friends, 2) hand-walking her around the arena several times and slowly getting her used to the tightening of the girth, 3) allowing her to buck, rear, crow-hop, and shake her head around freely on the lunge line (a.k.a. allowing her to get her “Ya-Yas” out before getting on!), 4) hand-walking her around the arena again to relax after her free exercise on the lungeline, 5) practicing to stand still at the mounting block (even after getting on), and finally, 6) riding Gugi at the walk around a set of zig-zag cones and encouraging her to find a steady rhythm at the trot –all of which I have finally been able to do all by myself!
He said that he was impressed with her progress. Mostly, that she wasn’t bucking and rearing her riders off anymore. But then he started to compare how the horse arena is not unlike my arena as a teacher. His comparison really struck me and I thought to myself that I should try to capture it in writing.
I teach 8th grade English and have spent years developing my methods for engaging students in learning and finding a purpose for reading and writing. My style has never been impersonal–rushing through material superficially and perpetuating the cycle of grade-hungry students. Rather, I begin the year building a foundation of mutual respect for one another (i.e. teaching basic expectations for how human beings should treat each other), and I have students do quite a bit of self-exploration in relationship to the literature we read and issues we discuss. This really helps to set a tone of collaboration in the classroom and teach students that English class doesn’t have to be all about pointless reading and writing that exists in a vacuum.
How is this comparable to the teaching that goes on in the horse arena? Well, I can first break this down by saying that the training that Gugi is now receiving doesn’t make assumptions of what she should know. If I use the analogy of construction once again, I would say that her current training does not attempt to erect a staircase upon a weak or crumbling foundation. The foundation is everything. If I take away all the lessons and introductory units on self identity and group dynamics, my classroom environment would not function half as efficiently and effectively as it does throughout the year. If we rushed our training with Gugi right now and push her to canter or even trot around the entire arena, we might great detrimental gaps in her learning.
So, I understand that the best teaching cannot be controlled by a calendar. Sure, it must be regimented and have consistent expectations, but it must also be fluid and flexible. My role in Gugi’s training and my students’ education is to always remember their individual needs and adjust accordingly.