Allan Nicholson

GSLL 6206 Sec 60

Blog Post 4

     I am presently in my twenty-sixth year of the teaching profession.  I have been French

 teacher for twenty – five of these years.  I feel, as an educator, the majority of people are constantly progressing to expand their knowledge. This can be accomplished through various avenues whether it be on the job training, in-services, conferences, peer mentoring, university, vocational and community college courses or volunteer and community service work.  There are also many mature students returning to their studies.  Some of these people are upgrading their skills and re-educating themselves to pursue other occupations while others are simply enrolled in courses for enjoyment .They want to be occupied and meet new people.

     Last fall, I was approached by a faculty member from Cape Breton University to teach the senior’s French course.  She said one of her colleagues had suggested that she call me to see if I would be interested in delivering the course. I would be required to teach six two- hour sessions, however; there was no curriculum available for the program.  I was not worried about the preparation of materials for the course, but I pondered on both the experience and the approach that I would take with this group.  I thought “it is only six evenings and anyone can do something of this nature for such a short period of time.’’ I knew this would be a learning experience, but the fact that I was making another commitment made me upset with myself.  I have a tendency to say “yes’’ when I truthfully should say “no’’.

     There were eleven students enrolled in the course including three couples .Unfortunately, one of the couples had to withdraw from the program after the third session due to an ailing parent.  They were very apologetic when they telephoned. I could feel the emotion in Peter’s voice as if it was his fault.  He indicated that they would probably enroll in the course in the New Year should it be offered again.  He also said that both he and his wife enjoyed the classes and they appreciated the amount of work which was involved to present the lessons. He wished me “good luck’’ with the remainder of the program.  I knew that I had made the proper decision to accept this assignment in the course of the conversation with him.  He shared how he felt during the brief time he was a part of this community of practice.  There was a temporary relationship formed with him.  I found I was questioning myself too much when I was initially preparing materials and activities for this course.  I would ask the students “Are you satisfied with the lessons?’’ and “I hope that I am fulfilling your needs in this course.’’  One of the women said: “Allan you are doing great.  We are all back aren’t we.’’  She said, “It is an evening spent with friends, we have a few laughs and we all get along.’’  There were always two of the ladies who would remain after class to ask more questions particularly pertaining to grammar.  They were also enrolled in a French course at Cape Breton University.  They told me “they were getting something out the course and please teach the second half. ’’  There was usually an eruption of laughter with the two of them, but this was an association which was created with them.  One of the ladies thanked me for allowing her to write a cinquain poem about her deceased daughter. We had done this in class earlier that evening.   Each of the students was required to prepare the five line poem about themselves and present it to the class.  “Talking …includes talking within (e.g. exchanging information necessary to the progress of ongoing activities) and talking about (e.g. stories, community lore).  Inside the shared practice, both forms of talk fulfill specific functions: engaging, focusing, and shifting attention …’’ (Lave &Venger ) p.109.

Allan Blog 1

Allan Nicholson

Lifelong Learning Process

GSLL 6206 Sec 60

Blog Post #1

                In my reading and preparation, I was intrigued with the term “intrinsic satisfaction.”  There are people who do not have any hobbies or extra-curricular activities to fulfill their life outside of their every day and sometimes rigid working environment.  The word intrinsic satisfaction, in my opinion is a gratification that is difficult to find in ones workplace.  This term is something that is fulfilled with a lot of soul searching and trying different activities to see which one is of best interest and fulfilling.  The motivation comes from within with a self fulfillment that can only be understood from within.  The rewards provide satisfaction and pleasure within that the task itself may not provide.  It could be their own personal choice, but how many of the people would like to be and have to be encouraged to pursue at least one social activity with no added stress or major commitment attached to it. 

                Many years ago, I attended an audition for a play where I was told “ you cannot act but you a can certainly help if you wish as a member of the stage crew.”  I felt I could act and I declined the offer to paint the sets for that particular production.  This statement in no way affected my desire to act and follow a passion I had for years.  Eventually, I was offered a small role which was self-gratifying.  It also lead to the offer to assume the duties of the producer of a major production just three years later.  I also learned through some mistakes as well from the advice of experienced players.  I welcomed any form of constructive criticism to help me better my passion of acting.  Teamwork is an integral element of performing.  All factors of the production are equally important.

                The role one assumes or has been offered involves several steps and commitment.  They interact and depend on the other to master and achieve success and personal gratification.  Once the actors or players receive their scripts, they are eventually required to learn their lines and know the play.  I have to feel the role whether it be a dedicated and diligent real estate agent or a clumsy waiter and I immense myself into that particular person.   The audience is also actively aware of anyone out of character.  In his book, Shop/Class as Soul Craft, Matthew B. Crawford says, “It is common to locate ones “true self” in one’s leisure choice.  Accordingly, good work is taken to be work that maximizes one’s means for pursuing these other activities, where life becomes meaningful (Pg. 181)

                In his book Crawford makes reference as well to children who “produced higher quality drawings.”  These children were not initially rewarded for their drawing ability; however, they excelled and continued to enjoy this craft in comparison to other children who were initially recognized for their artistic ability.  In high school, I was either comfortable or encouraged to participate in our annual school production.  Many years later, I was told and asked to attend the auditions of “Guys and Dolls”, a musical fable of Broadway.  I played two minor roles of a sailor and a waiter.  It has been twenty-four years since I performed on stage in Thompson Manitoba.  I am still immensely enjoying this hobby-pastime.  I am presently rehearsing for a dinner theatre production, “The Broom and the Groom” with the Mira Players.  I have been a member of this theatre group for five years. 

                The theatre and dram have always continued to sustain my interest.  For my own personal growth I have completed several Fine Arts courses in drama, playwriting and theatre production.  I have also attended several invigorating and motivating workshops that have kept me captivated to continue my passion of the arts.  I fell all avenues of education obtained through courses, volunteer work or the advice from our mentors and peers contribute and enhance our interest in whatever that chosen particular area of study might be.  I have not solely learned, due to the ability to read books.  My experiences and studies have contributed to my well-being as both an educator and a member of my community.  I enjoy going to a play more than watching a baseball game.  I have developed a shared social connection through my experience for amateur and community theatre.  Some of my personal qualities can be attributed to the development of a social cultural identity. 

                In 2006, I performed in the play “The Mousetrap” by Agatha Christie.  I played the role of Mr. Paravicinni.  I personally felt as if I was the person throughout the performance.  There were several people after the show that identified me to the role of Mr. Paracicinni as they saw me outside of the theatre environment.  I would be recognized at the shopping mall. I was told this was without a doubt my ‘tour de force’ character portrayal.  Another person said I breathed life and amusement into the character.  I suppose i was socially defined through this character portrayal.  There was also distinct collaborative bond between the cast and the production crew of this play.  This highly contributed to both the reviews from the audience and the self-fulfilling enjoyment experienced by everyone and not solely the players themselves. This stimulation leads me to much self-fulfillment and assists in my lifelong learning of the theatre and all it has to offer. 

Allan Blog 3

Allan Nicholson

“The Significance of Learning” – Crash

GSLL 6206 Sec 60

Blog Post #3

                I recently purchased a new bed and a flat screen television. My existing 27” color television was 14 years old, but it worked perfectly.  I knew there had to be someone in need of these used items.  I contacted the secretary of my parish.  I kindly asked her to include the availability of these articles in the church bulletin.  I have always considered myself a person who is willing to help others, however; I did inform Jean, the secretary, that I did not own a truck.  There would be no delivery service available. Unfortunately, I did not have any replies to this notice.

I arranged to have my mattress picked up on an early Saturday morning. I willingly offered to go with the neighborhood driver.  A price for the services provided was previously discussed with the driver.  In my mind, I was already quite aware of someone who could really use the existing box spring and mattress.  In my heart, I also knew we would probably end up making the delivery.  I thought about this for over a week.  How could I approach this person? What would she think of me? Would she think I was a better person than her? Will she ever speak to me again? These were some of the questions that I contemplated in my mind.

I will refer to this person as “Debbie”, she is a lady is of black descent.  Debbie works very hard to provide for her family of three children.  Our friendship has developed through both our place of employment and our parish church. She faithfully walks with her three children every Sunday to church.

I approached another colleague as to my predicament. I was afraid Debbie would be insulted.  Marie is also a lady of black descent.  She was perplexed that I was actually hesitant as to whether I should telephone Debbie. I did not want to create any unforeseen resentment. Marie said, “this gift, could be and would be appreciated.”  She looked at me and smiled when I approached her with my concern. Marie said, “Why do you feel that Debbie would be insulted?” Marie knew that I legitimately cared, but I was apprehensive that Debbie might think otherwise. Marie made reference to my friendship with Debbie as she said, “you two get along.”  This is another allusion as to how my (our) perspective is shaped in how I (we) appear to others.

I recall one of Debbie’s conversations as to how another employee reprimanded her for the untidiness of the classroom.  Debbie had already completed what was expected of her in that particular area of the school, but it was not up to standard according to her Superior.  My initial thought was, would someone else have been addressed in that manner if he or she was not of Black or other cultural descent. After watching the movie “Crash, this incident was immediately brought back to my mind.   I thought of the Mexican maid in this movie and how she was made to feel inferior due to her race.  Her employer, Mrs. Cabot, was angry with her that she had not emptied the dishwasher and spoke to her in a demeaning manner. This housekeeper was more than a maid to this family; she was there when Mrs. Cabot needed her the most. She was a friend.

 

I was not so happy to be responsible for the delivery of the bed. I had already discussed the arrangements with Debbie. I told her we would arrive shortly after the new and old beds were switched at my house. I attempted to call her several times, but there was no reply. My frustration level was overwhelming and consuming me. I thought, “Why am I becoming so upset over a second hand mattress?”  The delivery man had other commitments to fulfill and I felt I was interfering with his schedule.  We still had a mattress on the back of his truck, although he was quite willing to take it to the Junk Depot. I could not allow this to happen.  The mattress was eventually delivered.

There was a sense of personal fulfillment experienced by both, Darrell and myself.  Darrell said, as we were leaving her driveway, “Allan, we did a good deed.” He now knew and understood why it was so important to me to have this bed delivered to this family.  Our schedule although temporarily interrupted, taught both of us a valuable lesson in this community context.  Debbie profusely thanked us for what we had done. She also telephoned me later that evening to express her sincere apology for the inconvenience of her absence that day when we initially arrived.  There were emotions and memories formed for all individuals involved in this Community of Practice.

Allan's Blog 2

Allan Nicholson

Lifelong Learning Process

GSLL 6206 Sec 60

Blog Post #2

            For my second assignment, I have chosen my involvement as a volunteer with the Heart and Stroke Foundation of both Manitoba and Nova Scotia.  There was and there continues to be a basis for my participation with the valuable organization.  I have been a volunteer canvasser since 1992 (1992-1999 as a resident of the province of Manitoba) and (2007-2012) as a resident of my place of birth, Glace Bay, Nova Scotia. 

            I personally feel the Heart and Stroke campaign is an ongoing community of practice.  I felt as if I had to do this when I was initially approached to volunteer my services.  I remember feeling “somebody has to do the canvassing,” however, I did not feel obligated.  I had the opportunity to participate and I did not resent my decision.  This voluntary act is a refreshing sense of personal fulfillment.  We learn all of the time as mentioned in our class discussion and the majority of the time we learn in communities of practice.  In the book, Situated Learning-Legitimate Peripheral Participation, Lave-Venger say, “... learning involves the whole person; it implies not only a relation to specific activities, but a relation to social communities-it implies becoming a free participant, a member, a kind of person...learning  involves the construction of identities.” (pg.53)

            This method or state of learning is “learning as something special.”  It is not something learned in the school environment.  The individuals I am associated with make up or constitute a collaborative working group.  I am working in a community of practice.  In the social practice, there are different roles.  The Campaign Chairperson, the volunteer canvassers like me, and the generous people of the neighbourhood, the donors, are all participants in this community of practice.  Wayne, the Campaign Chairperson, has made me feel as if I belong to the Community of practice.  It is important and very satisfying.  I knew him as a colleague, but now we also communicate through our affiliation with this organization.

            It is obvious to me there is a good healthy negotiating in this community of practice.  There is a great deal of networking transpiring.  We are all trustworthy.  I have connected and developed relationships through conversations and stories.  I recently spoke with one of the donors who mentioned the upcoming demolition of her family home.  I was very aware that is was an old home.  She said it was her father’s home.  He recently died while in his one-hundred- and first year.  She also said it was the Bairncroft Orphanage before her father’s family purchased it.  I was not only contributing my time to a worthy cause, but learning a piece of history about my street as well.  I am adding a piece of myself every time through these conversations. I feel that I am a legitimate peripheral participant due to the connections I have made through the course of the campaigns.  Lave-Wenger mentions how “particular forms of apprenticeship can prevent rather than facilitate learning.” (Pg. 76)  “Gaining legitimacy” has not been difficult as I have been free to contribute as a peripheral participant. 

            I have also experienced and observed as to what a legitimate peripheral participant could be and should be from both of my parents.  I learned from both of them in a community of practice.  I saw how they contributed to society and the community itself.  I recall my father delivering chocolates to families in need at Christmas.  He was a member of the Glace Bay Kinsmen Club, “a newcomer’s tasks are short and simple...the apprentice has little responsibility for the activity as a whole.”(Pg.110)  My Mother was a consistent volunteer and a canvasser for several organizations relating to my “community of practice.”  She was also a member and reliable supporter of the Glace Bay Citizen’s Service League in both their Nursery School and Books on Wheels programs.  She as well was a legitimate peripheral participant due to her ability to trust people and her expertise in Community with them.  According to Lave-Venger, “acceptance by and interaction with acknowledged adept practitioners make learning legitimate and of value from the point of views of the apprentice.” (Pg. 110)