Here you will find writings that give some insight into Trinity’s programs.

Teaching and Learning

Posted on Jul 28, 2015 in

We have all experienced the ‘personal touch’ – of how things between people go well when there is some degree of familiarity, sharing, trust and mutual benefit

Why should it be any different in groups where people come together to pursue specific goals?

Like in our schools and between teachers, students and administrators?

We can’t ‘park’ our personal lives outside the classroom door then expect our learning abilities- which are primarily based on our social/emotional natures – to spring into action divorced from our feelings and heart.

Little wonder so many people in the past have found attending school , especially in the classroom, a dull , arid experience- unless enlivened by the personal charm and/or idiosyncrasies of the teacher, and their approach to their subject.

The ‘ personal touch’ I am referring to here does not involve extending the teacher or administrator’s role into therapy or counseling of students. Instead, it means that conscious efforts are made to create a supportive learning environment where the student feels less like the ‘receiver’ of education than a participant in their own education.

To become a life-long learner a person must always feel capable of becoming engaged, in a critical sense, with whatever most affects them.

Creating Leaders through Everyday Awareness

Posted on Jul 24, 2015 in

How do I summarize what the last three weeks of blog silence have encompassed? Whoa.

I think that gets to the heart of it. Even now as I try to reflect on the Leadership Lab, the upcoming season of Trinity work and developments in the organization, I cannot seem to follow a single thought without another muscling in for a moment in my mind’s limelight. It has truly been a whirlwind three weeks but I’ll try to calm my mind long enough to speak to the Leadership lab course first and foremost.

The program’s diverse opportunities for learning and immediate applications of that learning present a different kind of school that engages learners in a more holistic manner. The students have truly become a community of their own through the sharing of their unique experiences of the world around them. Although they are very diverse, they all share the same instinctual need to connect with people and to share themselves, as a result we have seen this small group turn into a tight-knit collection of people who appear to genuinely care and like one another. That’s a community in under 3 weeks! That’s pretty impressive and shows how powerful the Trinity program and our marvelous teacher, Danielle are.

On the days that I get to step away from the office and attend some of the programming I feel elated and re-connected to this mammoth city that I often become blind to. The excursions become conversation starters in my personal life and I hear people telling me “Wow! I never noticed that before! That’s actually really beautiful/amazing/cool!” and I can’t help but nod my head with equal excitement and surprise! It’s amazing how tapping into that observational side of yourself can re-ignite a passion and excitement that all comes from just slowing down, looking around, and listening.

Leadership and Learning: Part 4

Posted on Jul 22, 2015 in

(i)

Teaching and learning are intertwined.

A teacher cannot teach without a common ground of words, ideas and images between teacher and learner.

This common ground- of prior knowledge, skills and personal/cultural narratives- means that besides academics, information sharing, and skills acquisition,

Teaching and learning are about personal transformation, and consequently the vitality and renewal of our communities.

(ii)

Learning is thus a social enterprise, based on participation in knowing and knowledge making.

Participation here means not just engagement in particular activities with particular people, but being an active member of one’s society, participating in the narratives of our communities and adding to these narratives.

All learning leads to the making of personal and cultural identities.

Leadership and Learning: Part 3

Posted on Jul 14, 2015 in

Learning is usually seen as an individual process, best separated from other of our activities, and the result of teaching.

With this perspective, we organize classrooms where students, free from the distractions of their participation in the surrounding world, can pay attention to a teacher.

But… We are profoundly social in nature.

Learning always takes place in a social context, in the relationship between student and teacher, student and student, and the social climate a person finds themselves in.

We are learning all the time.

At a basic level, we are taking in sensory data, organizing it, signaling it to other parts of ourselves for memory, or feeling, representing it and transmitting it to others.

Learning is what we do.

While you are walking down the street appreciating a particular linden tree simultaneous with the memory of a friend, the sound of their voice, and thinking about an article in the news, the insight about the friend’s recent behaviour, the witnessing of the beauty of the linden, and your reflective thoughts are learning in process.

From time to time we may have to pay particular attention to a particular subject or activity, and developing the skills to do this is very necessary.

But to create lifelong learners, individuals who can participate in life deciphering the vast field of connections they live in socially, emotionally, and intellectually, and bring meaning to their lives, is the greater goal of learning.

So the ‘packaging’ of knowledge into pieces of information, then presenting them in designed units (curriculum), out of any context but the isolation of the classroom, is only a small and limited part of the process of learning.

Learning takes place in active participation in social communities as a result of our social natures.

 

Leadership and Learning: Part 2

Posted on Jul 8, 2015 in

We need to be lifelong learners-

Learners for life,

Because at each ‘age’ of your life there will be things you know and things you don’t know.

Knowing what you know, meaning you can reflect on your knowledge and Identify its sources and commit to its value is of first importance.

But respecting the fact that there are things you don’t know and acting accordingly in a spirit of open-mindedness and tolerance for diversity is the key to growth in life.

Both knowing and not knowing makes you a lifelong learner.

A learner for life.