Monday, 6 November 2017

Teaching with Asperger's - a paradox to ponder (Part One)

Asperger's syndrome, being on the autistic spectrum, is a combination of three key areas of daily difficulty: social interaction, social communication and social imagination

See this handy diagram for how they operate and interact:

As you can see, there are whole worlds of problems here, all of which are concerned with dealing with other human beings.  Some are quite extreme, such as "inappropriate touching of other people", whereas most are fairly straightforward.  None of them, I think, would be associated with quality teaching.

The fact I am a relatively successful teacher who has managed to rise to middle management and still get good results was always in the way of me thinking I really had some kind of autistic condition.  No matter how miserable I was, trying to operate like everyone else, my successful career always stood out as a veto to the concept of my being ASD.  How could I teach the way I do with autism?  How would that even work?  It is something that I have given a lot of thought to, and I believe I now have some understanding of how it works.

As I have noted before in this blog, I have managed to develop, over the years, lots and lots of coping mechanisms and little tricks to help keep all of this at bay and hopefully invisible to the naked eye.  I believe this started very young, to the point where there was never any concern for my psychological well being as a child.  I was thought shy, a little awkward and something of a loner, but little more than that.  I had picked up at an early age how to avoid stressing myself out and how to act with people so they were comfortable and happy, and this skill got more sharply honed as I grew up.  As such my repetitive movements that help keep me relaxed (stims, as they are known in the Aspie community) are very subtle (clenching and unclenching toes, rubbing feet together, basically stuff you can do without anyone noticing) as I hated the thought of standing out or appearing to be 'weird' in any way.

Masks. From Skyrim, obviously.
By the time I was doing my PGCE and was in schools teaching for the first time, I had been managing my symptoms for nearly 20 years and as such was pretty good at it.  I was also very confident as I had been successful at university and was hugely buoyed by how natural teaching felt for me.  I think everyone who teaches can agree that there is an element of acting involved - whether this is a means of holding the class's interest or to hide true feelings (or hangovers), and this is exactly how it felt for me.  Teaching a class was going on stage.  Now bear with me - I'm not suggesting that I set out to be some kind of comedian-teacher (imagine how that would go down on Twitter!) - more that I found wearing a 'teacher mask' and being something of an exaggerated persona made teaching not only possible for me, but even successful.  Students tended to be happy with my passion for the subject and my slightly intense humour making imaginative links between topics and ideas.  I could teach precisely because I wasn't myself in the classroom, and all my discomforts and issues with social interaction were hidden behind my mask.  This works because teaching isn't a normal social interaction, just as being on stage isn't either.  The power balance and attention is not equal or eithin the usual bounds of social interactions.  As a teacher, you are telling a narrative, explaining a concept, talking at the world even (at times) - you are not engaging in small talk and reading facial expressions carefully, worrying about whether the other person likes you or thinks you're weird.  In short, teaching doesn't fire off the usual Asperger's traits that make social interaction so difficult

But it still takes its toll.  I still feel deeply anxious before and after every lesson I teach, and each lesson exhausts me, drains me of energy.  You can't wear a mask all the time, and every minute with it on requires still more minutes with it off, preferably alone, recharging. But I can do it, and that keeps me coming back for more.

Next time I'll consider how Asperger's actually helps with reading a classroom.

1 comment:

  1. It's worth being aware that the "triad of impairments" seems to be being phased out as a concept, in favour of a dyadic model (this is true for the DSM 5 and I expect it will also be the case for the ICD-11, when it's released). The triad is still a useful heuristic as far as communicating the range of symptoms is concerned, but symptoms may not be partitioned in that way by all.

    Of course, this isn't directly relevant to your post, but thought it worth mentioning. On a more related note, I like your point about the mask that's involved when 'performing' normality. I think of it as my human-suit.

    Will you at some point be discussing interacting with autistic students as an autistic teacher (whether formally recognised as such or not)? That would be interesting to hear your thoughts on.