“‘Describing makes room for something to be fully present… I have to stay with the subject of my attention. I have to give it time to speak, to show itself… To describe teaches me that the subject of my attention always exceeds what I can see. I learn that when others join in, the description is always fuller than what I saw alone.’’’ (Carnini 2001, 163)

In the Knoester article, “Learning to Describe, Describing to Understand,” the author offers a how-to-become-an-educational-ethnographer perspective through the lens of a specific process called descriptive review. The level of attention and amount of time required from educators engaging in this procedure is nothing short of significant. As a student teacher up writing into the wee hours, I believe Knoester when he says that devoting days to observing a single student – without judgment – can impact not only the way the teacher interacts with that particular student, but also all students s/he engages.

A devoted yogini, I continue to experience tremendous benefits from learning to observe my own mind. The above passage requires a practitioner-like approach to observing a student. If all teachers put forth concentrated effort toward honing their attention—in general, far reaching benefits would ensue. Taking that same level of mindfulness and applying it to not only their students, but also to becoming aware of their own limitations naturally gives rise to additional humility. Instructors who make strides in conscious awareness and humility can’t help but serve their students – nay humanity.