f I have an apple and you have an apple, and we exchange them, then you and I always have an apple each. But if you have an idea and I have an idea, and we exchange them, then we both have two ideas ”. (George Bernard Shaw)
I have always been convinced, also from my personal professional experience, that sharing played a fundamental role in any working environment, and, above all, for teachers, the keyword of their work should be sharing.
The importance of sharing is already evident from its etymology and from the purely lexical definition of this precious word: the term “share” is in fact the union of two words: “with” + “divide”, that is, “possess together, give something just to others “.
Here, in this I think this is the meaning that more than any other makes us understand the greatness of this word: “giving of one’s own to others”. In my laboratories this happens through dialogue which, in human beings, turns out to be a marvelous power as enrichment can be born through exchange.
Getting together during class planning, organizing meetings between teachers is a good teaching practice to be able to exchange experiences, advice, methodologies: sharing is mutual growth. Often in the didactic pedagogical workshops that I organize I happen to witness a phenomenon that I find, every time, wonderful, that is to start talking about a methodology and then get to two, three, even ten. Sharing is like a seed that is sown in a fertile field and then sprouts bearing fruit.
Everything is beautiful but then I often wonder why, in teaching practice, it is so difficult to share one’s professional experience with others.
During all these years as a trainer I have met many teachers, some good, in the professional sense of the term, others much less. I have had teachers in the classroom open to dialogue, confrontation, just as I have met others firm in their positions and anchored to their methodologies, closed to dialogue, refractory to confrontation, with difficulty in managing simple human relationships, inevitably creating social problems.
Each teacher has their own ideas and methods, this is clear, but it is equally clear that very often we think that these are the only and best existing without thinking that this is a limit in professional growth.
It is also important to reflect on the fact that one tends to relate only according to one’s own models and, in this way, the doors are closed to knowing and respecting those of others, and, consequently, conflicts are inevitable. . When the atmosphere is serene, an event that can be experienced daily in the classes, everyone is open and willing to give the best of themselves.
Confrontation becomes sterile only if it is not also characterized by “trust”, “availability”, “common intentions”. It is in the intertwining of these indicators that the process of positive change typical of every good practice is characterized.
Some teachers often tell me that, unfortunately, one or even only two teachers skeptical in comparison, controversial about everything, are enough to spoil the harmony of a team . To this I always reply that it is equally true that one or two teachers who are proactive, enthralling and determined to do well are enough to make defeatist attempts useless and to restore harmony.
The goal that I have always set myself in my workshops is precisely to learn: from the best teachers you learn how you would like to be and from the worst you learn how you never want / should be.