Teach to Learn

An apparently simple self-study that consisted of a longitudinal review of Grade 12 students' self-reflections from the past five years triggered a personally profound struggle about past classroom practices and surfaced a host of assumptions about teaching and learning. This research challenged the author to enact personal and professional values in his teaching practices. The article concludes with some preliminary “musings” that include reinforcing the importance of having every member of a classroom remain both teacher and student and of the significance of that ostensibly self-evident axiom.