Mar 14 2008
Purpose of the Blog
I’m a first year high school English teacher in northern Colorado. I am 33 years old and have had more jobs than I care to count, mostly in Video and Film Production.
I have realized that many of the difficulties we face in education are the result of too many forces pushing us in too many directions. We struggle to incorporate great literature, critical thinking, higher order thinking, technology, counseling, state standards, and standardized testing preparation in ways that are somehow relevant and engaging to our students. After many conversations with veteran teachers in several different schools, I know that what we need are some clarifications of priorities.
I don’t know exactly what those priorities will be, or even a good method for figuring them out yet, but professionals who blog seem to be headed in the right direction. So I thought I should join the conversation…
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My former dept. chair (who retires this year) always made it evident that “good teaching” could (and would) lead to good testing (results). I gave in early that assessments aren’t the worst measures (and are more illuminating than some of my own biased, subjective assessments). She (my mentor teacher) was always open to new strategies but wouldn’t give up tried & true lessons. She ALWAYS had enthusiasm but didn’t always have to be the center of the classroom. Her integrity astounded me, and her expectations (of other teachers and of her students) never lessened. She wasn’t pessimistic and saw most initiatives and interventions as opportunities.
I don’t think teachers can (or should) be ‘counselors’ or ‘friends’ to kids who REALLY need that. Teachers can help kids along in that arena, but teachers can’t make that their permanent domain. Standards and the canon continue to evolve (b/c they’ve never been and will never be “just right”). Diversity (in thought, in practice, in the classroom) should always be a part of a teacher’s toolbox, but routine isn’t bad either. NOT EVERYTHING can be NOVEL!
Sometimes, students learn b/c they are increasing their level of understanding (of a task, a skill, a content)…not just b/c it’s a “new, fun” way to TRY this something. I write much better reflections and demand more of myself b/c I have DONE IT before…we shouldn’t try to make every lesson something new. Establishing routines and practices can sometimes reap the greatest rewards. (The “first time” is an experiment…just like your first year teaching.) You don’t have to solve the world’s (or education’s problems) today…or this year…you’ll burn out!
Blogger’s reply:
This is actually exactly what I’m talking about. While I know this comment was thrown out b/w other chaotic activities (just like our lessons) it is all over the place! We have to clarify our focus so we know what to teach and when to teach it. There are too many things to consider, and do, so we do many things poorly. I would rather do fewer things well.