How do I maintain my passion for teaching in face of so much change? Good question and perfect timing! As I finish setting up my online course for the ninth semester and Khan Academy has yet again changed it's website. I find I am constantly recreating what has already been done, which does not leave much time to explore new options or redesign my implementation. I thought the site worked perfectly fine as is. Granted, like most technological change, it is more user friendly and cooler to look at, but what a time suck for me as an instructor. If what I am using stayed constant then I'd like to think I'd have time to grapple with my ideas for improvement. The irony is in the fact that I love technology and am constantly excited (yet also overwhelmed) by all that is out there and how there is always more to discover. My passion seems to get sucked up by the mundane tasks of creating the course leaving me exhausted, overwhelmed, and not nearly as enthusiastic about the potential my class could have.
Dave Burgess (2012) on the other hand seems to have enough passion for us all! In "Teach Like a Pirate" he talks about his first three days of school which sound to me like a production on Broadway. I agree, you need enthusiasm and hooks. I also agree that anyone can fine tune their creativity. However, I do believe some just have a head start in the theatrics department just as some are naturally better at drawing or sports. As I read his book my thoughts progressed from 'That is SO not me' to 'Wait, my passion is technology, I can be equally intriguing, entertaining and curious by using technology instead of theatrics'. Once I got my brain on board with his passion it was easy for my to embrace his other tidbits of advice for lessons. Such as, 'Ask the right types of questions and then actively seek answers: Where is the best place on campus to deliver this lesson? What could I write on the board for this lesson that would spark a conversation or create a buzz even before the bell rings? If your students didn't have to be there, would you be teaching to an empty room? And if you can't explain why someone should pay attention to what you're saying, maybe you shouldn't be saying it'. Finally, reframing really struck a cord with me... this is something I have become quite an expert at for my children but never thought to use it on my students! I have extended the 'giving options' page for parenting from my kids to my husband 'would you like to do the dishes or put the kids to bed?' and it works brilliantly without him knowing any different. So reframing my course content for my students has potential to be equally successful.
Jonathan Kozol (Morehouse, 2008) echos Burgess' advise stating "Win the affection of the kids (in the early days) so they don't want to make things hard", and "Entrap them first in fascination.
Entrap them in a sense of merriment and hopeful expectations." My mentor teacher gave me similar advice that has always worked for me. Go to the kid in the class that you can sense is going to give you trouble and get to know them. Talk to them about their interests and keep the conversation going. Once you've taken the step to value them as a person, they lose interest in disrupting and challenging your every move. Hal Urban (2008) adds, "If you do any reading about the history and philosophy of education, you'll find that great teachers of the past all agree that learning is usually the result of a good relationship between the teacher and the student. Good teaching is personal."
If students are the reason I became a teacher, and the relationship with the students is the key to being a good teacher as stated by Burgess, Kozol, and Urban. Then it goes to say that to maintain my passion for teaching in the face of so much change I must keep my focus on the reason I am there: the students.
Burgess, D. (2012). Teach Like A Pirate.
Morehouse, L. (March 25, 2008). Edutopia. Teaching with Passion: Advice for Young Educators. Retrieved from http://www.edutopia.org/jonathan-kozol-advice-teachers
Urban, H. (2008). Lesson #1 Good Teachers Share One Special Quality. Lessons From the Classroom: 20 Things Good Teachers Do. Saline, MI: Great Lesson Press, 2008, 1 - 10. Retrieved from http://www.catholiceducation.org/articles/education/ed0358.htm
Andrea - I'm right on board with you! I was never much for theatrics in the classroom. Although I love nothing more when my colleague down the hall is teaching about the Revolutionary War and shows up dressed as King George (I love making fun of him!), and the kids really dig it, that could never be me - it's just not my style. That is his passion - bringing his lessons to life. My passion (more like yours) has to do with finding ways to bring my true interest (technology) to use in a way that makes learning more fun, more efficient, and more meaningful to my students. I like how you identified that you've made ties between things you do at home with your kids, and how that translates in to what you do in the classroom. I had not really thought about that before, but in a way I bring my same "management style" that I use at home to how I set up and run my lessons, and all of my work - interesting!
ReplyDeleteI can so relate to your story about the Kahn Academy website. I like using technology in my classroom, but it is frustrating when you have to spend more time reorganizing because of a web design or update. I do enjoy using technology in my classroom I think it reaches kids at their individual level instead of fitting them into a group.
DeleteIn my classroom I can get pretty bouncy and enthusiastic. The kids like it, but lately I will let the students lead the teaching. The kids pay attention and are excited to be in control. It is great fun.
Traci, yes as much as I love performances (and wish I could be that person dressing up or flying around the classroom) I think my students would sense my lack of confidence and the point would be lost.
DeleteMargo, it really is human nature at any age to want to be in control isn't it? You really got me thinking, because I teach high school/college classes I could not picture myself getting overly enthusiastic in class. However, when I am around little kids I ham it up all the time and really enjoy doing so. I wonder why the disconnect?
Andrea,
ReplyDeleteI am not one for theatrics and or technology but I am passionate about the culture of my students. Your last paragraph is what stuck with me the most "If students are the reason I became a teacher, and the relationship with the students is the key to being a good teacher as stated by Burgess, Kozol, and Urban. Then it goes to say that to maintain my passion for teaching in the face of so much change I must keep my focus on the reason I am there: the students." My students are the reason I became a teacher. I am passionate about their culture and bring that into my classroom. I teach at an alternative school in Barrow and I love my job. I strive to make a difference everyday and I learn just as much from my students as they do from me. Currently in two of my classes each student is learning how to present information to the class, some are very funny and some are very serious and some are shy. I am enjoying listening to them as teachers!
Alice Kangas
hi Andrea! I have loved reading your thoughts on Teach Like a PIRATE and I really appreciate your honest reflection. My favorite line of this post is where you said you realized it was about ways to use YOUR passions, like technology, to build an engaging experience for kids. (Also loved your example of using some "strategies" with your husband!)
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