Running as Learning (and therefore teaching)

Running and teaching... Running and learning.... I've made some discoveries for myself in the running, learning, teaching continuum.

One belief that holds true for me is that the best way to understand the challenges our students face as learners is to continually put myself in a learning setting. In other words, teachers need to be students. While, that may seem obvious or cliche, I think that there are some learning settings that can teach us far better than others. I believe that in a setting where we know nothing (or very little), are challenged greatly, and need to depend on other resources to really learn provides the best insights to teaching and learning. This is where the greatest knowledge about pedagogy and instructional craft can be discovered.

And so, running is that place for me. I am certainly challenged by it. Running on and off my whole life, but never really succeeding due to low morale, injury, pregnancy, distractions, excuses, blah, blah, blah. It was my beast to tame. And this time around I was absolutely going to do it.

I set myself a goal (great place to start, right Grant Wiggins?) back in November to run a 10k on Memorial Day. First thing I did was sign up so there would be no excuses and I was keeping the end in mind. Just like Backward Design...

Next, I had to look like a runner, right? I bought new sneaks and gear, ipod armband, etc. Looking like a runner was my first way of living like one, trying it on for size before I actually became a runner. In education, this is like the approximating our students must do when learning something new-- they are trying it on for size. The perfect example of this is the "scribble" many emerging writers use instead of letters and words, or the books they read from memorization before actually recognizing words.

Now, goal in hand and dressed to run, I got busy actually running. And badly. I ran terribly slow and awkwardly, often accidentally shutting off the treadmill with my flailing arms. But, no matter what I looked like, I was out there trying on running for size and proud of myself for even getting out there. And, don't we want our students to do this too? Try on some learning for size, even if it is awkward and challenging?

But, I kept my eye on the prize: my 10k in May. And, I figured to get there I just had to run hard every day, to my limit until I couldn't take it anymore. That is how I had always done it in the past. So that is what I did! I ran daily until I hated it, and forced myself on for more. But what was different this time was that I started to talk to a very successful runner/triathlete/endurance athlete for advice. Simple questions like-- "Is it realistic to set the 10k goal for May? What was running like for you when you started out? How do you suggest I get better at running?"

And the greatest bit of advice I learned from him was that rest and recovery are as important as running. There must be a balance. And so, this in turn teaches me about learning. Can we expect our most challenged learners to take on the rigor that I did in my first few months of running? No! There must be balance between rigor and rest. Now, rest in the running world does not mean relaxing and eating Ding Dongs. It means to pick another training and work on strengthening the muscles that support and stabalize the running muscles. An active rest. I believe that is what is best for our students as well: take a break from the most challenging, learn the stuff that supports it, revisit it again to learn more.

And, bit by bit, run by run, I got a little better. My first 5k came and ultra-athlete-advice-giver said he would run it with me. And, obviously, my slow pace was not his, but he slowed down to coach me through the run. "Start the first mile strong, get faster on the second mile, blow out the third...That's not a hill, that's a bump...Lean into the hill and push off your feet...Stay at my shoulder and just stick with me...You are stronger than you think you are..." Is this not what we can do for our students? Coach them as they go? Slow our pace down to be with them, step by step with instruction that is content driven and confidence driven? Coach directly into their learning? And, may I add, in the end, this uber-athlete let me finish first (see pic below) and then used that as his warm-up and ran another seven miles sans slow-poke.

And, then, each run or race after that I took the coaching with me, discovered what else worked for me (and didn't), stumbled, got hurt, got up, kept running, read books, websites, blogs about running, got some running-mates and "archenemies" and created a culture of running around me (AKA immersion in the classroom). I am surrounded by opportunities to run, people who like to run, and chances to continue simply getting better. I am far, far from even being considered a competative runner, but seeing the growth from the flailing arms on the treadmill to the completion of my first 10k is enough to prove that through it all I have become a runner, and believe it or not, a better teacher in turn.