Evaluation?, Part Two

I have been thinking about my post yesterday.  I think it is a mistake for me to shy away from evaluations of my classroom and my teaching. 

I got into teaching to stand for something special.  I will bend every effort to excel and to incorporate the best elements of teaching into my practice. When I am evaluated, some combination of three things will happen.  One, the high quality of my work will be seen. Two, the observer will make suggestions that improve my teaching.  Three, I may meet one of these dogmatists I fear and disagree with some or all of the assessment.  These are all outcomes that can only benefit all concerned.

The tricky one is where there is disagreement.  I have always felt a strong pull to comply with authority out of a desire to be accepted and/or a fear of sanction. However, I have also always had strong analytic skills of my own.  Given that the former instinct usually overrode the later, these encounters would frequently leave me feeling violated and, subsequently, acting out against that authority in some covert (and ultimately self-destructive) fashion.

Being slightly wiser these days, my philosophy is different.  Now, I trust that the best thing to do is to stand for my beliefs, regardless of consequences.  This does not mean being stubborn.  I have a strong intent to be open in all aspects of my life.  However, it does mean that I need to stand for my reasoned beliefs.

I will be respectful.  I will be inquisitive.  I will be open to learning and to improvement  However, if, in the end, I disagree with the advice or assessment, I will stand for myself.  It is possible that this will have negative consequences for me and that is ok.  However, if I am respectful, if I demonstrate a willingness to listen and an ability to change if persuaded, and if my arguments are sound, I am comfortable that these discussions will generally end positively.

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