mtoe, pt 2
Today my thoughts on education were influenced by the colleagues with whom I share an office. A couple of highlights from our conversations.
1) When people are faced with something new, they can either embrace it, be fearful, or ignore it. Most teachers don't embrace change for lots of reasons. For one thing, teachers tend to be the ones for whom school worked. Another is that teachers have seen a lot of trends, expectations and jargon come and go over time; it makes sense to be skeptical. Also, the disconnect between policy makers at the national and state levels and the kids and teachers living daily in the classroom can be huge. It can be hard to be told what to do by someone who has never seen the students you care for, worry about, and spend each day with.
2) Some people just forget they have a boss. There's an attitude among some teachers that they can go in their classrooms, shut their doors, and do what they want. Those people resent it when someone tells them they have to share what they do with others, listen to what others have to say, and change what they are doing .
3) Most teachers like kids. It's important to assume good intent, even if you disagree with a person, a policy, an expectation, or a philosophy. Communication can be tough and defensiveness is normal when people feel judged. Assume good intent and it might help authentic conversations develop.
4) There are good teachers and there are bad teachers. This may sound silly, but it has huge implications for curriculum, and for students. I truly feel that there must be some consistency within schools and school systems, so the challenge is how to help poor teachers perform and let good teachers teach. Researchers like Bob Marzano and Doug Reeves have identified "high yield" strategies for teaching, written books, and present workshops intended to improve teacher practice through implementation of certain instructional techniques. But even Bob Marzano will tell you that there are always teachers who seemingly do everything wrong and still turn out students who perform, who have learned. An educational institution needs to provide supports and expectations for teachers who struggle, without destroying those teachers who have mastered the art of teaching.
5) My last epiphany for today was that, as much as I question and wrestle with educational issues, I like kids and think I'm a pretty good teacher. Maybe I need to just lighten up sometimes, breathe, and focus on the positive. I like teaching and, even though I may not have all the answers, for the most part I'm not making kids stupider.
1) When people are faced with something new, they can either embrace it, be fearful, or ignore it. Most teachers don't embrace change for lots of reasons. For one thing, teachers tend to be the ones for whom school worked. Another is that teachers have seen a lot of trends, expectations and jargon come and go over time; it makes sense to be skeptical. Also, the disconnect between policy makers at the national and state levels and the kids and teachers living daily in the classroom can be huge. It can be hard to be told what to do by someone who has never seen the students you care for, worry about, and spend each day with.
2) Some people just forget they have a boss. There's an attitude among some teachers that they can go in their classrooms, shut their doors, and do what they want. Those people resent it when someone tells them they have to share what they do with others, listen to what others have to say, and change what they are doing .
3) Most teachers like kids. It's important to assume good intent, even if you disagree with a person, a policy, an expectation, or a philosophy. Communication can be tough and defensiveness is normal when people feel judged. Assume good intent and it might help authentic conversations develop.
4) There are good teachers and there are bad teachers. This may sound silly, but it has huge implications for curriculum, and for students. I truly feel that there must be some consistency within schools and school systems, so the challenge is how to help poor teachers perform and let good teachers teach. Researchers like Bob Marzano and Doug Reeves have identified "high yield" strategies for teaching, written books, and present workshops intended to improve teacher practice through implementation of certain instructional techniques. But even Bob Marzano will tell you that there are always teachers who seemingly do everything wrong and still turn out students who perform, who have learned. An educational institution needs to provide supports and expectations for teachers who struggle, without destroying those teachers who have mastered the art of teaching.
5) My last epiphany for today was that, as much as I question and wrestle with educational issues, I like kids and think I'm a pretty good teacher. Maybe I need to just lighten up sometimes, breathe, and focus on the positive. I like teaching and, even though I may not have all the answers, for the most part I'm not making kids stupider.
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