The Torch
A deep dive into classical education
Principle 9: Docendo Discimus- By Teaching We Learn
In my first year of teaching, I made a grave error. Let me set the scene a bit: I was hired to teach Latin at an all boys Jesuit school in Denver, CO, in 2004. When I received my teaching schedule in August, I was slated to teach Latin 1, Latin 2, Latin 3, AP Latin, and English 1. This meant I had five different courses to prep and plan for, as well as learning how to teach on an 80-minute block schedule that met every other day. I also had two classes with 35 freshman boys with whom I had no idea how to interact and motivate.
My grave error (amongst many others, I'm sure) was this: since I had been reading Cicero, Virgil, and Seneca in the original Latin for last couple of years of my own schooling, I had forgotten what it felt like to start from scratch. How do I put myself back into the shoes of learning how to conjugate verbs for the first time? How do I engage freshmen in these packed classrooms with John Steinbeck's Of Mice and Men, and where do I start in the instruction of a five-paragraph essay on this book?
Christopher Perrin, the author of our Ten Principles of Classical Education, acknowledges the pain and opportunity of these moments: “Here we encounter an educational paradox. The way to become a great teacher is to remain a student; the way to become a great student is to teach.” In my first year of teaching, I had to relearn the basics so that I could teach them. In the following years, I had to become the student over and over to make my practice better.
At Nova Classical Academy, our students and staff encounter this ninth principle of classical education, Docendo Discimus, through a few ways. Our students become teachers when they instruct each other through guided group work, peer tutoring, and seminars. Our teachers become students each time they adjust their practice to increase student learning, as well as each time they engage in district, state, or national professional development.
Teaching helps us deeply learn subject matter by breaking down the elements into their grammar, logic, and rhetoric stages of the trivium. Learning helps us be more flexible, empathize with others, and expand our worldview. It is an honor to watch the students and adults in this building step between their learning and teaching roles, not only because they are so wonderful at them, but also because the new insights learned lead to even more engagement in the Great Conversation. Knowing that we still have avenues to explore is so incredibly exciting!
Since we learn not for school but for life, may we continue learning throughout our lives,
Dr. Missy Johnson
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As a teacher and student of Latin and Greek, the classical model was a natural choice for me as an educator. I hold the teaching of grammar, logic, rhetoric, and virtues in high regard for learners of all ages and backgrounds. Nova Classical’s community model is inspiring, and I hope to bring thoughtfulness and openness to the Great Conversation.