There's a commercial on television in which children are asked what they want to be when they grow up. An adorable little boy says, "I wanna be a teacher because they know a lot of awesome stuff" and, "I'll stand in front of the room and make sure everyone knows what I know." While really cute, I feel certain that this little boy's script was written by an adult. It reflects an old mindset about teachers and teaching. While it is essential that you know your discipline well and are able to communicate it clearly, it is critically important in teaching that students see you as a learner. First of all, they absolutely will not respect you as a teacher if they think that you think you already know everything. Second, you will either communicate the importance of learning or its lack of importance, depending on how you model it in your own life. They should see you as the chief learner in the room.
Here a few ways that you as a teacher can model curiosity and lifelong learning to your students.
1. Go observe another teacher. This is a pretty common practice in my school. We have a pineapple chart in which teachers let each other know if they are doing something you might enjoy observing. I have enjoyed seeing math, English, and art classes. Not only have I gotten ideas that I can apply in my classroom, I have enjoyed learning new things in these disciplines. Right now, I am reading a book because I enjoyed the lesson I was observing on it so much. When kids see you enjoying the things they are learning, they might find it more enjoyable and realize that learning can be enjoyable at any time.
2. Tell kids about your reading. Speaking of reading books, most teachers do. We should be telling our students about it. Asking them about what they are reading and telling them about what you are reading creates a culture in which reading for pleasure is considered the norm. It also opens a door for relationship building as you discuss important themes in your reading and discover that you love the same author. I also like to tweet about what I am reading so that those who aren't in my class at the moment of a discussion can participate and former students can join in as well.
3. Tell kids about your current learning. A few years ago, our librarian decided that she wanted to communicate this to the kids, so she asked every teacher what they were learning and made it into a bulletin board. I had just learned to repair my shower using the Home Depot YouTube channel. Another teacher had taught herself the guitar while another had begun gardening. One of our teachers had spent the summer learning Photoshop. In our knitting club, a teacher dropped by and couldn't remember how to do a stitch she had once known. She pulled out her phone, googled it, and was working on it within a few minutes. I think this could be taken one step further by discussing the challenges you encounter while learning something new because this would also model growth mindset and grit.
4. Ask questions you don't know the answer to. A few years ago, I was doing morning front door duty when there was a strange water pattern in the asphalt of the school parking lot. As kids came in, I asked them what they thought the cause was. Most gave me a simple answer about humidity because they didn't realize we were talking about something stranger than that. When I asked why they thought it was doing this particular thing in this particular way, they asked me what the answer was. When I told them I was asking because I truly didn't know, they seemed surprised. When I teach why the sky is blue and sunsets/sunrises are red, I also tell them that I wonder why don't see green twice a day. When we talk about transparency and I ask why we can see through the window but not the wooden door, we go through a lot of them giving me basic answers (One is glass and the other is wood) before they realize that I am really asking why some materials are able to let light through while others aren't and that I actually don't know the answer.
5. Let them teach you what they know. We all have students that are quite gifted in non-academic ways. They've learned through the unintentional messaging of the system that their gifts are less important than others, but we can change that in our interactions with them. Last year, I taught a young man who learned enthusiastically and deeply about the things that he loved. He was a brilliant video editor, digital animator, and sound editor. When he realizes how special his skills are, he is going to build a career in this area. (When I asked him about it, he told me "anyone could do" what he does; he doesn't realize they cannot.) He was not an academic, but he improved my teaching in physics. He showed me audio tools that related to things we were learning about sound waves that I will now use in my classes. He often asked if I had seen a particular YouTube channel or animation that related to what we were doing. Learning from him has made me better and hopefully shown him that what he knows is valuable to others, no matter what our broken academic system has communicated.
Monday, June 25, 2018
Monday, June 18, 2018
Establishing Credibility Before Connection
Several months ago, a local youth pastor came to my school to speak to our students in chapel. At the beginning of his speech to our middle school students, he said, "What? You are in 7th and 8th grade? I thought you were juniors and seniors." Thank goodness I was on the row behind my students because I couldn't conceal my distaste. I was offended on behalf of my students because he was treating them like they were stupid (young and stupid are not the same thing). Telling students an obvious lie is not a way to get them on your side because this generation values authenticity above all, and a youth pastor should really know that. For the rest of his speech, I was unable to take anything he said seriously because of the way he started.
If in hindsight, I want to give him the benefit of the doubt, I can guess that he was trying to make a connection with them. Given that he was going to be with them for about twenty-five minutes, I don't think that is possible. You can't make a meaningful connection with middle or high school students in half an hour or less; it requires the hard work of relationship building. What he needed wasn't connection; it was credibility.
Later that day, I was talking through this experience with the teacher friend I go to when I need wisdom and/or perspective. As we talked about this idea of credibility before connection, she said, "One way to start would be by showing them that he took his work seriously." During teacher week, we had a workshop (actually presented by that same friend) about student motivation based on the work of Dave Stuart, Jr. The first key was credibility. Making genuine connections is discussed but not until later. Obviously, this is an important aspect of teaching, so let's address how we can make ourselves and our classes credible.
1. Communicate that you take your profession seriously. Many teachers are focused on being fun and entertaining in order to engage. These aren't bad things, and I like to think I'm fun for my students, but it doesn't build credibility. Too many jokes early on may undermine your credibility. Start with the message that you take your class seriously by telling students about your preparation. Hang your diploma and teaching certificate on the wall of your classroom (You wouldn't go to a doctor who didn't hang his, no matter how funny he was). On day one, I tell my students about my education, years of experience, and ongoing professional development. Do I throw in jokes? Of course. Is the first day a stand-up routine? Absolutely not. One day last year, a delightful 8th-grader said to me, "I've decided I trust you more than my other teachers because you have been doing this for a really long time." Setting aside that she complimented me and called me old at the same time, it reflected something important. She knew that I had been doing it long enough to know what I was doing, and that made her trust my decisions.
2. Communicate that you take all classes seriously. I've seen many parents over the years tell their students that they "don't use algebra either" or that "8th-grade doesn't matter anyway" or that they "couldn't spell very well either." Then, they are at a loss for why their student doesn't do their homework. They mean well; they mean to comfort their child. Instead, they demotivate their child. We can't stop that from happening at home, but we can stop it from happening in our classrooms. As a teacher, you should never communicate that some part of education doesn't matter, even if it isn't your own subject. Undermining any class' credibility undermines them all. When a student asks "when am I going to use this in life," make the answer about something other than getting into college or a job. Showing your love for your class motivates your students in ways you may never be aware of (I should write about my history teacher some time).
3. Communicate that you take students seriously. It is easy to communicate that you don't take students seriously, even without meaning to. Blowing off an answer just because you didn't expect it will make that student less inclined to answer again. Giving a student's question a blow-off answer will make them less inclined to ask them again. It can be difficult to stay "on" all the time, but it is the quickest way to establish or lose credibility with our students. If you truly to do not have time to give a question serious consideration, tell the student you will think about it and get back with them. Make a note to answer them later. In my school, all students have a computer and school email address, so I ask them to email the question to me in order to remind me to get back to them. You would be amazed by their response when you give them a thoughtful and thorough reply.
Taking these things seriously doesn't mean being a dower teacher that doesn't allow fun in their classroom. Once you have established that we do important work in this room, there's plenty of room for personality, but if you start with personality, that may be all your students ever see.
If in hindsight, I want to give him the benefit of the doubt, I can guess that he was trying to make a connection with them. Given that he was going to be with them for about twenty-five minutes, I don't think that is possible. You can't make a meaningful connection with middle or high school students in half an hour or less; it requires the hard work of relationship building. What he needed wasn't connection; it was credibility.
Later that day, I was talking through this experience with the teacher friend I go to when I need wisdom and/or perspective. As we talked about this idea of credibility before connection, she said, "One way to start would be by showing them that he took his work seriously." During teacher week, we had a workshop (actually presented by that same friend) about student motivation based on the work of Dave Stuart, Jr. The first key was credibility. Making genuine connections is discussed but not until later. Obviously, this is an important aspect of teaching, so let's address how we can make ourselves and our classes credible.
1. Communicate that you take your profession seriously. Many teachers are focused on being fun and entertaining in order to engage. These aren't bad things, and I like to think I'm fun for my students, but it doesn't build credibility. Too many jokes early on may undermine your credibility. Start with the message that you take your class seriously by telling students about your preparation. Hang your diploma and teaching certificate on the wall of your classroom (You wouldn't go to a doctor who didn't hang his, no matter how funny he was). On day one, I tell my students about my education, years of experience, and ongoing professional development. Do I throw in jokes? Of course. Is the first day a stand-up routine? Absolutely not. One day last year, a delightful 8th-grader said to me, "I've decided I trust you more than my other teachers because you have been doing this for a really long time." Setting aside that she complimented me and called me old at the same time, it reflected something important. She knew that I had been doing it long enough to know what I was doing, and that made her trust my decisions.
2. Communicate that you take all classes seriously. I've seen many parents over the years tell their students that they "don't use algebra either" or that "8th-grade doesn't matter anyway" or that they "couldn't spell very well either." Then, they are at a loss for why their student doesn't do their homework. They mean well; they mean to comfort their child. Instead, they demotivate their child. We can't stop that from happening at home, but we can stop it from happening in our classrooms. As a teacher, you should never communicate that some part of education doesn't matter, even if it isn't your own subject. Undermining any class' credibility undermines them all. When a student asks "when am I going to use this in life," make the answer about something other than getting into college or a job. Showing your love for your class motivates your students in ways you may never be aware of (I should write about my history teacher some time).
3. Communicate that you take students seriously. It is easy to communicate that you don't take students seriously, even without meaning to. Blowing off an answer just because you didn't expect it will make that student less inclined to answer again. Giving a student's question a blow-off answer will make them less inclined to ask them again. It can be difficult to stay "on" all the time, but it is the quickest way to establish or lose credibility with our students. If you truly to do not have time to give a question serious consideration, tell the student you will think about it and get back with them. Make a note to answer them later. In my school, all students have a computer and school email address, so I ask them to email the question to me in order to remind me to get back to them. You would be amazed by their response when you give them a thoughtful and thorough reply.
Taking these things seriously doesn't mean being a dower teacher that doesn't allow fun in their classroom. Once you have established that we do important work in this room, there's plenty of room for personality, but if you start with personality, that may be all your students ever see.
Monday, June 11, 2018
Teacher Bonuses
Yesterday, I attended the wedding of a former student. As I looked around the reception and saw many of my colleagues, it occurred to me that there are honors bestowed on teachers people in other professions don't get to enjoy. In the middle of the social media noise regarding teacher pay, the recent walkouts, and how much work we do, I'd like everyone to pause for a moment and think about the intangible bonuses all teachers get.
Graduations - We'll start with one so obvious that we don't even notice the honor because it is taken for granted - even viewed as part of the job. We attend the graduations of our students. Many schools have such limited space that each student is issued tickets for their family and friends to attend graduation. Because of those limitations, there may be very important people in the life of a student that don't make the cut. Yet, every teacher has the joy of participating in the ceremony (and usually with a very good seat). While this is a privilege we will likely always have, we should recognize the blessing that it is and be grateful that we can participate in this ceremony.
Games and Plays - When a student asks you to attend a play, game, or event in which they are participating, it is easy to view it as another task. What it means, however, is that the student cares enough about you to want you there. If they have had the courage to ask you to come, they put themselves in a vulnerable position to be rejected. I know we can't go to everything. There are simply too many events, but you should go to as many things as possible, ESPECIALLY if they have asked. It means the world to them, and their request is a real compliment reflecting the importance of your relationship with them.
Recommendations - In 19 years of teaching high school, I have written hundreds of recommendation letters. Some were simple forms for camp counselor positions or character references; but of course, most were college recommendations. If a student has been properly counseled, this request has been carefully made. Although there are a few students with a lack of self-awareness, most students have thought through their choice very carefully and asked those who they respect, believe colleges will find credible, and have a strong enough relationship with to get a meaningful recommendation. I remember feeling very nervous when I approached my teachers as a high school student because it was taking a step of faith that the teacher would feel the same way about me that I did about them and just hoping they would say yes. When a student asks me to write one for them, I try to remember how frightening that was and remember what an honor it actually is. I have had to say no, but I've only had to say it twice, and I did try to soften the rejection by offering an alternative teacher for them.
I enjoy writing recommendation letters. The act of reflecting on the growth of my students and our relationship, focusing on their positive attributes and thinking of examples to demonstrate them, is a lovely experience. It reminds me of why I do what I do and what it means.
Weddings - It's hard to describe what it means to be invited to a student's wedding. On this day, they want to be surrounded by the people who have been a positive influence on their lives. To be counted among that number is truly an honor. Yesterday, I watched the newly married couple move from table to table, introducing their guests to their new spouse. Hannah's husband was able to meet so many of the people who guided Hannah as she became the woman he married, from her kindergarten teacher to her high school principal. None of us would have traded that moment for all the money in the world.
Graduations - We'll start with one so obvious that we don't even notice the honor because it is taken for granted - even viewed as part of the job. We attend the graduations of our students. Many schools have such limited space that each student is issued tickets for their family and friends to attend graduation. Because of those limitations, there may be very important people in the life of a student that don't make the cut. Yet, every teacher has the joy of participating in the ceremony (and usually with a very good seat). While this is a privilege we will likely always have, we should recognize the blessing that it is and be grateful that we can participate in this ceremony.
Games and Plays - When a student asks you to attend a play, game, or event in which they are participating, it is easy to view it as another task. What it means, however, is that the student cares enough about you to want you there. If they have had the courage to ask you to come, they put themselves in a vulnerable position to be rejected. I know we can't go to everything. There are simply too many events, but you should go to as many things as possible, ESPECIALLY if they have asked. It means the world to them, and their request is a real compliment reflecting the importance of your relationship with them.
Recommendations - In 19 years of teaching high school, I have written hundreds of recommendation letters. Some were simple forms for camp counselor positions or character references; but of course, most were college recommendations. If a student has been properly counseled, this request has been carefully made. Although there are a few students with a lack of self-awareness, most students have thought through their choice very carefully and asked those who they respect, believe colleges will find credible, and have a strong enough relationship with to get a meaningful recommendation. I remember feeling very nervous when I approached my teachers as a high school student because it was taking a step of faith that the teacher would feel the same way about me that I did about them and just hoping they would say yes. When a student asks me to write one for them, I try to remember how frightening that was and remember what an honor it actually is. I have had to say no, but I've only had to say it twice, and I did try to soften the rejection by offering an alternative teacher for them.
I enjoy writing recommendation letters. The act of reflecting on the growth of my students and our relationship, focusing on their positive attributes and thinking of examples to demonstrate them, is a lovely experience. It reminds me of why I do what I do and what it means.
Weddings - It's hard to describe what it means to be invited to a student's wedding. On this day, they want to be surrounded by the people who have been a positive influence on their lives. To be counted among that number is truly an honor. Yesterday, I watched the newly married couple move from table to table, introducing their guests to their new spouse. Hannah's husband was able to meet so many of the people who guided Hannah as she became the woman he married, from her kindergarten teacher to her high school principal. None of us would have traded that moment for all the money in the world.
Sunday, June 3, 2018
When Kids Sign Your Yearbook
I buy a yearbook for myself every year (I know students think I get it for free, but I pay the same price they do). Even though I have access to many copies of it in the yearbook office, the library, and the school lobby, I buy my own because, just like the students, I like to have people write in it.
During exams, I put my yearbook on the whiteboard marker tray and tell the kids they can sign it if they wish. Of course, I get some goofy stuff like HAGS (That's "have a great summer" for those of you who are not in the know). However, I also get some of the things they would never say out loud. Here are a few examples (I've blurred all names).
There are two things I love about this. He thinks I made science interesting (how is it not interesting to everyone?), and he hopes to have me again in high school. Because of the school in which I teach, that is a real possibility. Some of the kids I teach in 8th-grade return to me in physics. I happen to know something he doesn't. All of his teachers here will make science interesting for him. All I did was prepare him for them.
When kids walk into my class, I have a few that say, "I don't like science." My response has always been, "We'll see." Most kids think that if they aren't particularly good at memorizing scientific vocabulary that they are not good at science. Of course, the ability to memorize vocabulary isn't science. Continuously questioning how something happens is science. As Richard Feynman said, "I learned very early the difference between knowing the name of something and knowing something." If this girl can come to my class and love asking questions, I have done my job.
This one is my favorite of the three. I don't know if you can see the second sentence, but it made me do a spit take while I was reading it even though I know she meant it as a compliment. It says, "I admire the fact that you don't care what people think of you." Here's the thing. I really do care. If my close friends suddenly stopped liking me tomorrow, I would be devastated. When I got a mean email from someone who found a mistake in their yearbook and called me "careless," I cried while I was replying to her (a little awkward in the middle of a physics exam). It's just that caring what other people think of you looks very different at 42 than it does at 13. When you are 13, you think there are "certain people" that you need to impress so they will think you are cool and want to be your friend. As an adult, I know that what I genuinely am will be cool to someone and that person will be my friend. When you are in the 8th-grade, you think you have change who you are because you might get laughed at. As an adult, I know that getting laughed at isn't the worst thing that could happen today (the mean email was worse). When I tell corny jokes, make strange noises, and dance around in class, there are students who laugh at that. If were in the 8th-grade, I might decide not to enjoy myself, but because I am an adult, I stand closer to the kids who are laughing and exaggerate the dance moves to let them know they are not the standard by which I live.
I didn't include the most profound things that were written in my yearbook because those are more personal. Even though they are in the yearbook where other people can see them, it should remain limited to me and my kids and other staff members. If you are a teacher, get a yearbook and let your kids sign it. You will be amazed by some of their thoughts.
During exams, I put my yearbook on the whiteboard marker tray and tell the kids they can sign it if they wish. Of course, I get some goofy stuff like HAGS (That's "have a great summer" for those of you who are not in the know). However, I also get some of the things they would never say out loud. Here are a few examples (I've blurred all names).
There are two things I love about this. He thinks I made science interesting (how is it not interesting to everyone?), and he hopes to have me again in high school. Because of the school in which I teach, that is a real possibility. Some of the kids I teach in 8th-grade return to me in physics. I happen to know something he doesn't. All of his teachers here will make science interesting for him. All I did was prepare him for them.
When kids walk into my class, I have a few that say, "I don't like science." My response has always been, "We'll see." Most kids think that if they aren't particularly good at memorizing scientific vocabulary that they are not good at science. Of course, the ability to memorize vocabulary isn't science. Continuously questioning how something happens is science. As Richard Feynman said, "I learned very early the difference between knowing the name of something and knowing something." If this girl can come to my class and love asking questions, I have done my job.
This one is my favorite of the three. I don't know if you can see the second sentence, but it made me do a spit take while I was reading it even though I know she meant it as a compliment. It says, "I admire the fact that you don't care what people think of you." Here's the thing. I really do care. If my close friends suddenly stopped liking me tomorrow, I would be devastated. When I got a mean email from someone who found a mistake in their yearbook and called me "careless," I cried while I was replying to her (a little awkward in the middle of a physics exam). It's just that caring what other people think of you looks very different at 42 than it does at 13. When you are 13, you think there are "certain people" that you need to impress so they will think you are cool and want to be your friend. As an adult, I know that what I genuinely am will be cool to someone and that person will be my friend. When you are in the 8th-grade, you think you have change who you are because you might get laughed at. As an adult, I know that getting laughed at isn't the worst thing that could happen today (the mean email was worse). When I tell corny jokes, make strange noises, and dance around in class, there are students who laugh at that. If were in the 8th-grade, I might decide not to enjoy myself, but because I am an adult, I stand closer to the kids who are laughing and exaggerate the dance moves to let them know they are not the standard by which I live.
I didn't include the most profound things that were written in my yearbook because those are more personal. Even though they are in the yearbook where other people can see them, it should remain limited to me and my kids and other staff members. If you are a teacher, get a yearbook and let your kids sign it. You will be amazed by some of their thoughts.
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