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.
Saturday, July 28, 2012
Saturday, July 21, 2012
A Teacher with a Voice
During my student teaching experience thirteen years ago, my cooperating teacher and I had several conversations about using my "teacher voice" at opportune times in the classroom. We discussed why it was important to know when to use the voice to achieve a desired effect.
Lately, the idea of teacher voice has popped up in discussions in blogs, at conferences, and around the lunch table. The conversations have focused on what exactly is the teacher voice, how can teachers best use their voices, and when is it appropriate for teachers to speak out. Everyone seems to have an opinion based upon their own personal circumstances. The purpose of this blog is to help me reflect on my teacher voice and how and when I use that voice.
Three years ago, I was worn-out and restless. I loved working with my students everyday, but something was missing. I thought of myself as an effective teacher who not only cared for my students, but was also able to prepare them adequately for the next level. Still, I wanted something more. I just couldn't put my finger on exactly what that was.
So, I began to think it was time to look for opportunities outside of the classroom. A good friend of mine even encouraged this. She said she did not want to see me burn out and leave the profession entirely. I was needed. Maybe I should take a break to rejuvenate. She was right. I needed a challenge beyond my classroom and I wanted a leadership opportunity, but I wasn't entirely sure I wanted to give up my students. At that time, I thought the only choice was to leave the classroom to be a leader. So I did.
Luckily, my school was looking for a literacy coach. The position required moving out of the day-to-day role of a classroom teacher; however, I would still be able to interact with students daily. This role afforded the opportunity to be innovative and impact policies and structures that would affect our neediest students--my heart's passion.
Through this new position, I began to find my teacher voice. That's what had been missing. I had convinced myself that I could not affect change in my school, district, and state because I was just a teacher. Sure, there were other teachers who felt like me, but what were we to do? We weren't in a leadership position where we could do anything, right? Three years ago, that is what I thought. Now, I know better. I am not "just a teacher". I am a teacher with a voice.
This fall I will be going back to full-time teaching. This time I am taking my teacher voice with me. If you like, follow my journey. Even better, begin your own. Discover your teacher voice. Use it.
Lately, the idea of teacher voice has popped up in discussions in blogs, at conferences, and around the lunch table. The conversations have focused on what exactly is the teacher voice, how can teachers best use their voices, and when is it appropriate for teachers to speak out. Everyone seems to have an opinion based upon their own personal circumstances. The purpose of this blog is to help me reflect on my teacher voice and how and when I use that voice.
Three years ago, I was worn-out and restless. I loved working with my students everyday, but something was missing. I thought of myself as an effective teacher who not only cared for my students, but was also able to prepare them adequately for the next level. Still, I wanted something more. I just couldn't put my finger on exactly what that was.
So, I began to think it was time to look for opportunities outside of the classroom. A good friend of mine even encouraged this. She said she did not want to see me burn out and leave the profession entirely. I was needed. Maybe I should take a break to rejuvenate. She was right. I needed a challenge beyond my classroom and I wanted a leadership opportunity, but I wasn't entirely sure I wanted to give up my students. At that time, I thought the only choice was to leave the classroom to be a leader. So I did.
Luckily, my school was looking for a literacy coach. The position required moving out of the day-to-day role of a classroom teacher; however, I would still be able to interact with students daily. This role afforded the opportunity to be innovative and impact policies and structures that would affect our neediest students--my heart's passion.
Through this new position, I began to find my teacher voice. That's what had been missing. I had convinced myself that I could not affect change in my school, district, and state because I was just a teacher. Sure, there were other teachers who felt like me, but what were we to do? We weren't in a leadership position where we could do anything, right? Three years ago, that is what I thought. Now, I know better. I am not "just a teacher". I am a teacher with a voice.
This fall I will be going back to full-time teaching. This time I am taking my teacher voice with me. If you like, follow my journey. Even better, begin your own. Discover your teacher voice. Use it.
Subscribe to:
Posts (Atom)