Learning From the Utterances of Teddy

A famous quote from President Theodore Roosevelt reads, "do the best that you can, with what you have, where you are."  At a time when budgets are being slashed, morale is low, and people are being asked to do more with less, I am constantly asked, "where are the resources?!"  And my resounding response, over and over again is - you have the entire internet at your disposal, what do you mean where are the resources?!

Successful people make the resources at their disposal work in the best way possible for them... it is how humans have managed to evolve and survive over the years, it is how people survived the Great Depression, and it how we continue to thrive in a time of recession and stagnate economic growth!  Where are the resources?  Wherever you look!  There is this amazing search engine, called Google, which, based on the inputs that you enter, will yield a plethora of resources... pages upon pages upon pages of results!!  I realize that I am a technology native, where I live and breathe technology, and my everyday existence is severely handicapped whenever technology is not available... for a very brief, yet overall telling example of my daily dependence on technology, my husband and I have been considering a cruise for some time, but the thought of not being able to access Facebook, Twitter, and e-mail for an extended period of time is significantly thwarting my desire to pursue the long-anticipated adventure any further than researching the cruise offerings every couple months!

However, there is no excuse for choosing not to harness the power of the internet, and the many resources that are available to any one willing to take the time to simply look for what they need!  I understand that time constraints can greatly limit one's access to many resources available, as the results generated in a search engine can sometimes be overwhelming... but that is when you utilize teamwork, you know that "thing" that we, as teachers, are working so tirelessly to instill in our students?

Let's get real, shall we?  When you say "resources" you really mean, "tell me how to do it."  But, if we held ourselves to the same standards and expectations as we hold our students, would this be an acceptable response from our students when posed with a challenging problem or task, that may not have a perfect answer?  My response is no, as this would never fly in my classroom, but what's yours?

Wake Up, Textbook Publishers... We're Demanding More!!

Dan Meyer on Textbooks (click here!)

I LOVE Dan Meyer's blog... and I have been following it for some time! I can't remember how I initially learned of Mr. Meyer's contributions to the world of secondary math education, but I vividly remember how relieved I was the first time I read his blog... he advocates for teachers who strive to bring relevance into the mathematics classroom, and his no-nonsense approach is like taking in a deep breath of fresh air! I came across the blog post referenced above as I was weeding through my plethora of Twitter updates and RSS feeds for the day (I have to do this from home, mind you, but I will save that for another day), and I nearly cried... not literally, but I have never felt more validated!! I hope that you will take the time to read it...

With the pending implementation of the Common Core standards, the first question I am always asked is, "what are we going to do about textbooks?" Nothing. Why? Because I refuse to invest any more money into textbooks that are not aligned to the standards, do not hold students accountable for specific performance expectations, fall short of bringing true mathematical experiences to the math classroom, and fail to embrace the power of technology and the limitless possibilities when enhancing math education!!!! Why would you want another textbook that you would ultimately have to supplement, any way? You have been complaining about this very issue since we first adopted the current textbook more than five years ago!!! To refuse to keep doing the same thing, knowing that it doesn't work, is not a novel concept... Albert Einstein, himself, quoted, "Insanity is doing the same thing over and over again and expecting different results!" While it may have come from a rocket scientist, it's just good sense!

And then, my favorite is, "how are we going to implement a new curriculum without a textbook?" Well, the textbook really has nothing to do with the curriculum... THE TEXTBOOK IS NOT THE CURRICULUM!! Do I understand the power that a textbook holds in the hands of a beginning teacher who is learning their way around a classroom... absolutely! But I also know that a positive mentor teacher, with years of experience and educational wisdom to share is far more powerful than any textbook put together by publishers who have never been in a math classroom! Do I understand the frustration many teachers share when it comes to providing practice problems, when textbooks don't measure up and there is no money to pay for copies... of course! But are we really going to advocate the use a substandard textbook to ensure access to hundreds of rote skill practice problems, that can never be used to assess true mastery and understanding?? It just doesn't make sense to do so... financially or educationally! The textbook is a tool, and since it never aligned to the old curriculum, it won't hurt to use it until someone designs a book that correlates to the needs and desires of secondary mathematics!! Is this a hard sale... sure... but it is one I am willing to put my game face on for!!

Teaching is NOT a "One Size Fits All" Profession!

Teaching is NOT a "one size fits all" profession, and I am simply at a loss for words when approached by those who honestly believe there is a single perfect method or strategy when it comes being an effective teacher in the classroom!

As a teacher, I spent a great deal of time listening and learning from those around me, because I knew I had a lot  to learn with regard to improving my instructional practice.  However, I never regarded any of the observed strategies or shared advice as a singular event that would be the cure-all to all of my teaching woes.  Teaching is in art form, and must molded and perfected, over time and with experience.

Now, don't get me wrong, a person must be called to teach, and you either have "it," or you don't.  The "it" factor of teaching is not something that can be taught or learned, you just have "it"... those of us in education know and completely understand the importance of "it."  While the "it" phenomenon can be enhanced through continued growth and development on the part of the teacher, there isn't a prescriptive model or formal definition of what "it" is.  Therefore, to assume or insinuate that there is one "right way" to teach is asinine, and the encouragement of robotic instructional practice will be the ultimate demise of education, period.

So how do you know when you have observed or experienced good teaching?  The question lends itself to an answer just as complex as trying to explain love to someone who has never experienced it, but the simple answer is - you just know.  When you have observed good teaching, you leave fulfilled, in a sense.  You can walk out of a classroom, comfortable and at peace with knowing that you have left tomorrow's future in the capable hands of a fully competent and skilled educator.  Similarly, when you witness bad teaching, you just know that, too.  It's a feeling, in the pit of your stomach, that tells you something's just not right.

There are several things that can be observed to prove that a teacher is effective, or not... hence, teacher evaluation models.  But, the observable practices will vary from one teacher to the next.  No two teachers should teach exactly the same things in exactly the same way, and achieve the exact same results.  If this were possible, a computer program would have already been generated for a computer to teach.  Even with the technological advances in education, the instructional components of many websites consist of the explanations provided by master teachers in the form of written blogs, step-by-step examples, or video tutorials.  You can't substitute the human component of teaching, because it is the single-most important element in education, and, as with all things human, it is diverse, complicated, varied, and beautiful!

On a final note, don't seek to conform to the status quo, but rather use what the status quo has proven to be successful and effective, and make it your own.  In the insightful words of Oprah Winfrey, "understand that the right to choose your own path is a sacred privilege... use it!"

Teachers Could Learn from "Spider-Man"

In catching up on a few rather neglected e-mails through the week, the following article was included in today's NEA Morning Update -

http://ideas.time.com/2011/10/20/blame-game-lets-talk-honestly-about-bad-teachers/

As I finished reading the blurb from the article within the NEA Morning Update, I was curious where this article led, so I continued on to the Time website to read the article, in it's entirety.  Within the article, the author brings up a valid point - when one brings up the issue of teacher ineffectiveness they open the door to criticism, and "invite the charge of 'teacher-bashing.'"

I will be the first to say, you can't blame teachers for everything.  I am not far removed from the classroom, and to say that the only driving force behind a quality education for a child is the teacher, is very narrow and limited point of view.  There are lots of different reasons why a child fails to perform in the classroom - home/family issues, psychological issues, medical issues, etc... and the effectiveness of the teacher is only one of many reasons that can be used to explain the underlying reasons why a child does not learn at the same rate of his/her peers.

However, while good, effective, quality teaching may not be the only driving force, it is inarguably the most important.  But the question remains, why are bad teachers not called into question?

If teachers worked in the corporate world, and they were ineffective in their job function, you had better believe that they would be called out, even if by no one other than their peers.  Their pay would be adversely affected based on their yearly performance evaluation, and they would run the risk of losing their job, regardless of how many years of experience they had.  There is a huge push to view the teaching field as a profession, and while I do not argue with this movement, I do think that it brings to light an old "rule of thumb" that has been neglected by many for some time - you must think, speak, and overtly portray the way in which you wish to be perceived and treated.  Hence, the view of teachers as professionals means teachers must now behave and practice in that manner, professionally, and they should be held accountable for higher, more rigorous standards within the workplace!

"With great power, there must also come great responsibility" (Stan Lee, The first Spider-Man story).  Teachers are some of the most powerful people in the life of a child (or even an adult student).  They are the driving force behind the development of tomorrow's leaders!  With that power, there is a HUGE responsibility to be assumed by any one filling the role of "teacher" - a responsibility that should never be taken lightly, nor should the lack of acceptance be overlooked.

Let's All Be Sponges!

It is a personal belief of mine that knowledge is power.  And, my brief stint in corporate America, prior to establishing my career in education, further solidified this belief - the more you can do and the more you know, the more valuable you are to the company, and, thus, the less indispensable your are as an employee.  As a result of my personal ethos, I love to learn, and not just about one thing in particular, but about anything, really.  I am like a sponge... constantly growing... absorbing... and just when I think I am reaching the point of information overload and complete saturation, something else comes along that leaves me feeling dehydrated, and I find myself, again, immersed in a pool of attainment.  Because of this, I find it hard to accept that there really are people out there who do not share in my love of learning, and it saddens me.

As an educator, I tried diligently to instill my passion for learning in my students.  I would often allow for students to teach me about things that they were truly passionate about, regardless of whether or not I agreed with their choice, and I would often share stories related to the pursuit of my master's degree.  I have always prided myself in being a life-long learner... if there is something that I want to have done, I first investigate whether or not I can figure it out for myself (hence, my newly-found hobby - cake decorating).  However, I have always fully acknowledged along the way, that there is a vast world of information out there, and that my area(s) of expertise is but a small drop in the bucket of worldly wisdom!  But, nonetheless, I seek information... knowledge... solely for the benefit of knowing.  I can accept that others probably don't just sit and look for information that is unrelated to them, but I want to believe that, in the very least, we all look for learning opportunities related to our interests and/or career fields.  You can imagine my dismay when the contrary smacked me in the face!

I believe that it is our responsibility, as educators, to instill, in the very least, a desire to know, especially in matters directly related to us in the moment.  As educators, we have an opportunity to grow continuously throughout our careers.  We have the unique benefit of never having to be complacent in our jobs, but to seek, avidly, opportunities for continued professional growth and development.  As the old adage goes, "in education, everything changes," so why not embrace the changes as they come, and treat each one as an opportunity to become better at what we do, with the end goal being to become great educators?

Regardless of the ebbs and flows in education, and the cyclical pattern typically associated with education initiatives, there is always something to be gained from the newest research study or professional development program.  Therefore, let's all take a good look at what it is we think we know about education and the learning needs of our students, and seek to answer the question, is it possible that there is yet, still, more to be learned?  Is it possible that I don't know everything there is to know?  Is it possible that this old dog can really be taught new tricks?  As everything within the realm of education is changing... as the district, state, and country seek to implement education reform initiatives... as we are continually asked to do more with less, and raise the bar for students who are struggling to meet the bar at it's current level, it is easy to lose sight of what's important - learning for all.  In that, may we all strive to be those insatiable seekers of knowledge that we all so desperately desire in our students... in other words, let's all be sponges!