The Art of Teaching

Recently, I participated in a discussion regarding how to measure teacher effectiveness. The discussion focused on what actions, activities, or qualities could be observed by an evaluator. Ultimately, the discussion began to focus on the art and the science of teaching.

Our facilitator asked the group to specifically describe the art of teaching. Members of our group offered several ideas, but each idea centered around one thought: the bridge between the art of teaching and the science of teaching was the relationship between student and teacher.

I found myself thinking about this discussion several times over the last week. I wanted to define the art of teaching for myself and reflect on my own practice. The science of teaching is the teacher's use of tried-and-true strategies to help students learn. The art of teaching is the wisdom of knowing when and how to use those strategies. 

For me, the art of teaching is acquired by experience or study. Each year, a new group of students enters my classroom and I begin to study those students.  I pull out my toolkit of strategies to help my students become better readers, thinkers, and writers.  Some students thrive under small group instruction. Others need one-on-one attention.  Some students need graphic organizers and formulaic methods of organizing their writing. Others detest those tools.  The only way I know this is by getting to know my students--observing them, talking with them, and listening to them.

The art of teaching is also reflecting on my practice. Why did I use that strategy? Why did I think it would work with these students?  If it didn't work, what do I do next? It is changing up my lesson plan mid-class because I realize that it isn't working. Or having a different plan for each class. Sometimes, it is having multiple plans within one class.

To me, the art of teaching is difficult to document using most of today's teacher evaluation instruments. These instruments are checklists of 40 or more items. Rarely, does the checklist consider why a teacher makes certain choices within the context of a specific classroom.  That is why the new teacher evaluation tools must include active questions rather than passive check boxes. Instead of a check box that says, "teacher uses informational texts", ask the teacher "why the teacher choose a particular informational text?". This type of question gets at the art of teaching. The teacher's response will tell you plenty about their teaching practice. A lot more than simple check boxes.