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Forging Mental Tools: An Example
Cecilia Bartoli
Although I continue to take every opportunity to be involved in the world of education, my
challenges during the last few years have not been directly connected with classroom
teaching. Activities such as preparation of teaching material or study sessions with other
teachers allow me to continue the introspective search I started under
Gattegno's guidance in order to understand better the inner world that inhabits every human
being.
When I was teaching foreign languages I was so close to the everyday challenges demanded
by my profession that only intellectually did I understand that the classroom situation was not
too different from any other situation in life. Now that I do other things, I realize that all the
experiences I gathered during the time I taught with the Silent Way are profoundly relevant to
what I do, and what I am now. The Silent Way gives many opportunities to become more
aware and allows those who choose it to be more responsible for the way they evolve.
The most important thing I have learned working with the subordination of teaching to
learning is a method for forging mental tools. Thus, for instance, the notion that I have no
other teacher outside myself has become a tangible reality I cannot escape from. But, if
teaching means primarily teaching myself, then, my job when I am with others, whether in the
role of "teacher" or simply as a member of a team working on some project, is to be alert to
the learning opportunities offered by the situation.
As a Silent Way teacher, I learned many powerful techniques Gattegno had invented, and
which I used quite successfully in my classes. They worked even when I failed to fully
understand how deeply rooted they were in the knowing of the human mind. I internalized
this process, which Gattegno called continuous feedback, without any form of rationalization
or verbalization-so much so that I never connected it with the feedback sessions which, it was
suggested, were useful at the end of actual language classes.
I always felt uneasy during feedback sessions. Not fully understanding their purpose, I failed
to turn them into a tool for my learning with the result that I often experienced them as a way
of surreptitiously convincing my students to accept my way of teaching. Many a time I felt
feedback sessions were a way of manipulating a situation to my advantage. After a while, I
abandoned them in my language classes.
Only now do I appreciate the fact that abandoning them meant missing opportunities for
growth. I didn't recognize that feedback was in fact a tool I used all the time-not only in
teaching my language classes, but in every moment of my life - - to assess a phenomenon,
whatever it might be, in order to make the necessary changes in myself to cope with it or to
understand it better. How could anyone eat, walk, or cross a street if s/he were not guided by
feedback as a tool to know whether s/he was doing the right thing?
What I didn't notice was that I charged feedback sessions with emotional energy, giving them
a value that didn't belong to them. Charging these sessions with negative connotations made
me experience them as inappropriate, and therefore unworthy of continuation. It is obvious to
me now that in giving up this technique, I denied myself ways to gather precious information
that I could have used in doing a better job with my students.