Teachers Must Also Be Learners

You need to inhabit both sides of the process to make real progress...

The past few weeks I've eased off on my writing in the 'Draw to Learn' space, as I began to feel as if I was being too "teacher-y", giving (hopefully) good advice but neglecting my own learning process. So I sought out a situation where I could participate alongside others to learn new ways of drawing. I enrolled in Siobhan Twomey's "Drawing Life" masterclass, focusing on smooth and intuitive mark-making what is somewhat strangely called 'gesture drawing' related to the human figure. Siobhan has a Substack with the same title ('Drawing Life') and it's been great to join her supportive community of learners in taking my own drawing practice in a new direction. (As an aside, I have some gift subs if this topic interests you.)

I've long believed that to be a good teacher you have to be able to stand in the shoes of a learner in whatever you are teaching. A topic or skill looks different from the point of view of an expert to how it does from the point of view of someone learning. In my time as a student and as a teacher, I've encountered too many teachers who are impatient with those who don't understand immediately. As I'll say over and over again, the process of learning is a creative one where you have to invent your own ways of understanding.

This is not a one-time thing either. When the knowledge and understanding you've developed thus far fail to explain something new, it's time to revisit and revise. (Sometimes this involves slapping yourself on the forehead, saying 'how did I not see this before?') It's a never-ending journey that if pursued takes you to the edge of wonderment over and over. Anyone who tells you they've got it all figured out is kidding themselves.

Being a lifelong learner can lead to deepening realisations not only about the subjects being learnt, but also about the nature of learning itself, appreciating the transitory nature of what is being learnt. I include learning in its deeper aspects in this discussion, not only about the superficial intake and retention of information but about the development of skills and ways of being. This is what's behind my quest to use the journey of learning to draw as a way to shed light on many of the subtleties of learning itself, making it clear how learning in any area involves your natural creativity in a journey that's unique to you, with the potential for profound satisfaction.

The best teachers share with their students their spirit of ongoing inquiry, their natural curiosity and the simple humility of also being a learner. This is not about being a softie. It can take some patience and determination to get beyond the gamesmanship that often distorts the relationship between teacher and students. But you will no doubt remember the teachers who came from that place, rather than the ones who felt the need to lord it over you, or the ones who were just going through the motions.

There's a corollary to this assertion that teachers should also see themselves as learners. There's an old saying to the effect that if you want to really learn something, then teach it. I've found this to be true, over and over again. I must have taught introductory physics courses dozens of times during my teaching career at high school and university, but every time I did I understood the subject more deeply and completely than I did before - no matter if it was the second time or the twenty second. But it did take a while for me to relax a bit and adopt a spirit of inquiry, rather than anxiously trying to paper over the cracks of my understanding. So I strongly recommend this active approach if you want to learn something well, even if it's a matter of learning with a companion and taking turns to share your understandings, making learning conversational rather than a one-way process.