Icebergs and Storms

            Artesian Water was one of the best groups that I have worked with. We worked very well together and created a very strong and well developed lifelong learning metaphor. Our overarching metaphor was: “Learning is a journey through the turbulent ocean of education. Students are the vessels that traverse these waters. This journey is made possible with the help and guidance of their compass, their teachers.”

            We also had a number of sub-metaphors that supported our main metaphor. These included students are captains of their own ships. They are responsible for their self-directed learning. A compass represents teachers; as compasses can lead ships in the right direction, yet they are unable to physically direct the ship. Thus they "guide students on an inner journey toward more truthful ways of seeing and being in the world" (Palmer, 1997, p. 21). The aspect that related most directly to me, as a lifelong learner, is that learning is not always a smooth journey.

Throughout our learning voyage, challenges may arise, either in the form of an iceberg or a storm. When smaller challenges, such as an iceberg arise, our learning journey may be slightly detoured to avoid a nasty collision. An example of an iceberg is stress. Stress can be dealt with by taking extra time to have a study break, nap or quick yoga session. These small detours, though potentially taking more time, are important in gaining more experience to face more difficult challenges in the future.

The more difficult challenges occur in the form of a storm. Storms on the ocean can arise with little to no warning and are virtually unavoidable. These challenges could include such difficulties as a family member passing away. When the storms become too extreme, the student may not be able to see where they are going anymore. In situations such as these, students must rely on their compass (teacher) to get them safely through the storm to continue on in their learning journey.

Although, at the time, icebergs and storms may be extremely difficult, students come off much better after having experienced these struggles. They are able to use their experience in the future when, similar or different, icebergs and storms arise. Students will know that if they persevere through challenges, they will be able to overcome all obstacles.

(BrainRush, 2012)

            I have experienced these icebergs and storms on my learning journey. I, like many students, experience stress very frequently. I also have depression and anxiety, which causes me to experience more stress throughout my daily life. However, through relying on the support of my family, teachers and friends I have come to understand that at times when I am feeling stressed and overwhelmed, it is imperative for me to take a break to exercise, read, take a bath, etc. to clear my mind. This brief break, though taking more time, allows me to handle the stress and be more successful with my assignments after this break.

These stress techniques that I developed early on in my life assisted me when life’s storms crashed upon me. When I was fifteen, my mother passed away from ALS. Although it was expected, I was no more prepared than had it happened unexpectedly. Even though this experience was not one that I enjoyed, it has truly shaped who I am as a person. I have come to realize what is important to me. I also learned how influential teachers could be in times of heartache. At this time I had two teachers that helped me exponentially. It was these teachers that influenced my decision to be a teacher. 
Through my most difficult life challenges I have learnt the most, thus making me appreciate the need for lifelong learning. As a teacher I must use the experiences I have had with my teachers to realize that I can be that positive influence on my future students.
                                                                      
                                                                    References

     BrainRush. (Artist). (2012). Lifelong learning [Web Photo]. Retrieved from http://media-cache-ec0.pinimg.com/originals/46/f3/ae/46f3ae58922a7d6e4ff3e3ed958fd962.jpg

     Palmer, P. J. (1997). The heart of a teacher: Identity and integrity in teaching. Change, 29(6), 14-21.