Thoughts on teaching and education
My first “teaching” gig was four nights a week in Managua, Nicaragua in 1989. It was the summer they celebrated the 10th Anniversary of the revolution. My students were working professionals, all substantially older than I, polishing their conversational English. This assignment was a deal I’d made with Casa Nicargüense de Español to offset the cost of my tuition in their cultural studies and language program.
I arrived to discover there were no books, no curriculum, just encouraging smiles from the staff as they directed me to our classroom. We stumbled through introductions and at break I ran to one of the other teachers asking for guidance. She suggested holding up pictures in a magazine and asking them to make up stories in English. This was a disaster. They tried out of politeness, but no one really cared, these stories had no relevance in their daily lives or goals.
The next night I asked them to tell me about the revolution and how it impacted their individual lives. The room exploded. Suddenly, they were scrambling for the exact English that would make me understand their experiences and what they hoped for themselves and their country moving forward. This was the first and most important lesson I’ve ever received as a teacher: to engage students, education must be relevant to their lives.
This realization quickly led to my next lesson, which was to question the concept of “teacher” and “student” all together. “To teach” is to give lessons or instruct. The teacher gives: the student receives. This suggests a one-way flow of information in which the student is passive. This denies students’ ability and desire to direct their education, to make it relevant to their lives; it denies the life experience and wisdom every student contributes. It also denies the fact that teachers are the students of their students.
“Teacher” and “student” remain common terms but, regardless of the venue I’m working in, I see my role as that of facilitator and co-learner. Whether I’m facilitating a craft workshop for graduate students, English 101 at a community college, or a writing workshop for commercial fishermen, I create curriculum that meets the interests and goals of students. I support this curriculum with a learning environment that is inclusive, safe, and propels students beyond their own expectations.
I am currently available to teach online or face-to-face. I earned my Master of Fine Arts at Goddard College. I encourage you to look at my curriculum vitae for more details on my teaching history.
I arrived to discover there were no books, no curriculum, just encouraging smiles from the staff as they directed me to our classroom. We stumbled through introductions and at break I ran to one of the other teachers asking for guidance. She suggested holding up pictures in a magazine and asking them to make up stories in English. This was a disaster. They tried out of politeness, but no one really cared, these stories had no relevance in their daily lives or goals.
The next night I asked them to tell me about the revolution and how it impacted their individual lives. The room exploded. Suddenly, they were scrambling for the exact English that would make me understand their experiences and what they hoped for themselves and their country moving forward. This was the first and most important lesson I’ve ever received as a teacher: to engage students, education must be relevant to their lives.
This realization quickly led to my next lesson, which was to question the concept of “teacher” and “student” all together. “To teach” is to give lessons or instruct. The teacher gives: the student receives. This suggests a one-way flow of information in which the student is passive. This denies students’ ability and desire to direct their education, to make it relevant to their lives; it denies the life experience and wisdom every student contributes. It also denies the fact that teachers are the students of their students.
“Teacher” and “student” remain common terms but, regardless of the venue I’m working in, I see my role as that of facilitator and co-learner. Whether I’m facilitating a craft workshop for graduate students, English 101 at a community college, or a writing workshop for commercial fishermen, I create curriculum that meets the interests and goals of students. I support this curriculum with a learning environment that is inclusive, safe, and propels students beyond their own expectations.
I am currently available to teach online or face-to-face. I earned my Master of Fine Arts at Goddard College. I encourage you to look at my curriculum vitae for more details on my teaching history.
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What People have to say...
I’m impressed by the level of interaction she appears to have with her students and the amount of time she has spent developing and refining the course. She does a nice job of putting her theory into practice: the course has a consistent, student-centered approach. Bruce Hattendorf Dean of Instruction Peninsula College I have been to many, many workshops and each has a different means which it contributes to the writer’s arsenal. You provided a great forum and the lesser number of participants certainly lent to a more participatory class. Thank you for a productive day! Gary Keister workshop attendee Erin Fristad did a fantastic job facilitating our community writing workshop in Kodiak, following our 2014 "Fishermen Out Loud," spoken word event. She worked up the syllabus, led the discussion, and provided great insights on the writing process for the participants. The workshop was a great success! Toby Sullivan Executive Director Kodiak Maritime Museum |
Photo by Pat Dixon
Erin advised and assisted me in shaping a collection of my poems that won a chapbook competition on its first submission! She is a thoughtful, kind and inspirational teacher. She respects the work and helps her students grow in their chosen direction with intention and awareness. Her talents and insights are exceptional.
Pat Dixon Editor Anchored In Deep Water: The Fisherpoets Anthology |