The Performer Archetype in the Classroom

Seeing through the eyes of Psychosyntesis in a classroom has been valuable research. My last year in public education, I co-taught in an American History class. Co-teaching, for those of you who are not familiar with the term, is defined as two teachers sharing the load equally, at least one being certified to provide intervention for students with disabilities (me), and at least one being certified to teach the subject (Dotty). Dotty was not open to this situation and had little skill or tolerance for those who did not fit the norm. The whole year was an unresolved struggle between us. We may have actually worked "together" 15 or 16 days during the year. Early on, After six months of her refusing to share the load and me working one-on-one with kids, I decided it was time for a change. Sitting down together with admnistrators mediating did not work. After giving it some thought, I decided to try an experiment. I put on subpersonality feedback loop glasses with the intent of balancing the dynamics in the classroom. Describing the realitiy of these opposites was easy. Their nature, yes, but corresponding archetypes, no. Finally, I settled on the performer. In the manner of a true artist, Dotty would lecture on American History, totally engrossed in her very knowledgeable presentation. I, also in the manner of a true artist, led participation into experiencing the performance's intent, - as coreographer and the musical accompaniment might. When we were able to work together like this, students would learn. When we didn't, stludents either fell asleep, or kept themselves busy elsewise or I would work one-on-one and tutor them as needed.

Knowledge of subject is important. Tools to implement are important. Equally. An actor's monologue falls on silent ears without the audience's interest. A dancer's interpretation goes unseen without eye catching attention. As the cliche goes - it takes "two to tango"! The performer exists when both dynamics are presented in a balanced way to communicate the intent of a performance - or in the case of the classroom - a lesson's intent.

At this time, where are you needing to bring a quality of your personality back into balance?.