Teach or Bust

The things (and people) we are most passionate about, by default, receive our most intimate time and attention. The difference between receiving a text message from someone you want to hear from and someone you don't care to really talk to is very evident in the length of your response.

This same thing can be very true of the quality (and quantity) of investment we make into our students as teachers. From the time spent planning lessons, and the attention we give during trainings, to the disposition we carry as we begin teaching and the attitude we have as we dispense information into our students. All of these factors are the fruit that bear witness to the deeply rooted passion (or lack thereof) that we have towards our craft.

*Excuse the language in this short clip...

It makes my skin crawl when I hear middle and high school students that I tutor mention that their teacher just sits behind their desk and doesn't teach them anything. Not to say I always believe what kids say, but when I work with students who grasp concepts easily, it makes their argument hard to disagree with.

Doing multiple problems out of a book, to me, doesn't constitute as learning (much less engagement).
I find it hard to understand how teachers (as adults) who have a difficult time paying attention in 30 minute staff meetings, think its okay to turn around and lecture to their students for 45 minutes (or more). When I think of how much of a kinesthetic & visual learner I am, I can't help but be reminded of what my students need in order to learn. How dare I lecture all day, then expect them to do countless worksheets?

Students need our attention and guidance when it comes to new material. Moreover, they are inclined to increase in self-efficacy when they believe their instructor is invested in them and their growth. Sitting at one's desk, giving students long independent assignments (to keep them out of our hair, or give ourselves a break from them) is not conducive to their success. Its not an environment that encourages them to be invested in their own success because no one is giving them a reason to do so!




          Teach...or collapse (metaphorically) from trying!

Be careful, lest you believe teaching is a job; a second or third base; a fall back career. Teaching is not for the faint hearted, the weak minded, the lazy nor the apathetic. Teaching requires 100% of our blood, sweat and tears...and when we 'clock-out' (which never really happens by the way), an additional percentage is required from us. But it's only a requirement to those who see this career path as a nuisance. To those whom it is much like an involuntary body movement; almost innate, its a joy and pleasure. It's constantly thinking about how to sharpen oneself; how to ignite a mental fire inside your students; how to arouse a love for a subject...and when just when you've utilized what you thought was your last drop of energy, a second wind unexpectedly revives your passion and whisks you back into the embrace of your craft with new ideas and invigorated methods!

Let's not cheat those who we will one day need. Yet, lets inspire them to be better than we are by setting the precedence; helping them see the value in education. But that means we must see the value in it ourselves. 

Confessions of a Coach

In my years in the classroom, I've noticed there's always that one student that pulls your heart strings. Ironically, its never the one who completes their work on time, pays attention and turns in a project indicating they've gone above and beyond your expectations. Rather, its the one who hides their brilliance behind the façade of laziness, apathetic behaviors and grades that cause you to believe you've failed as their teacher. And yet, for some reason, that student sparks your curiosity and you begin to invest in them. I'm not sure if I just love a challenge or what, but my goal was to always seek the potential in that student and find alternative methods to my teaching practices in efforts to reach them. I wasn't satisfied until I knew I had engaged that single student and increased their level of self-efficacy.

With the shift of a semester, so comes the shifting of duties of a coach. While the fall brought numerous classroom visits and observations, detailed and weekly meetings with teachers about lesson plans and various model lessons; spring, (also known as Testing season) brings about different conversations in planning meetings that focus more on pedagogy, testing practices, intense data analysis and more! As far as duties are concerned, more interactions with students in small group intervention and preparing tests are among the things that fill up my time.

This paradigm shift has shed more light on some areas that I need to grow in as a coach. Obviously I'm not claiming to be perfect nor will I ever 'have arrived', but my goal has been to not just be a good coach, (not even a great one) but one that inspires! I desire that teachers would feel inspired to be their absolute best every day in the classroom. That with each and every obstacle that faces them, they feel supported in their efforts to face and conquer that obstacle. I desire to replicate my motivation and creativity in them, not so that they look like me, but that they reach their fullest potential.

Now, as a coach, I face the same challenge that I faced with those apathetic students, yet now with teachers. And although teachers don't typically have an obvious lazy approach to their profession, nor outwardly portray themselves as having a lack self-esteem, you'd be surprised at how those qualities do lie somewhat dormant within them and I believe its a coach's job to identify it and part of offering them support, is helping them overcome their internal obstacles so they can be their best for the benefit of the students they reach.

Inspiring teachers isn't easy. I'm finding it to be quite the strategic task. I remember upon beginning my first year as a Math Specialist, I asked my then Supervisor and professional mentor this daunting question, "How do you get teachers to do what you know is best (in short, what you want them to do)?" As I eagerly awaited for a powerful answer to drip from her lips, the response she gave me was NOT what I wanted to hear, but was powerful none the less. She replied, "You don't!"

What!? Then what's was my goal? I was lost in the pursuit of my purpose in that position. But she didn't allow me to remain distant for long, she soon showed me the meaning behind her response. You give them an example to aspire to by modeling for them and showing them you care about their success. She went on to set this example herself and now as I face challenges to help teachers overcome obstacles such as not being comfortable with the curriculum, not knowing how to think outside of the box, and implementing differentiation strategies (to name a few), I realize that the challenge is not only similar but my approach must be as well.

I used tools such as intentional guidance, individualized praise and presenting specific instructional challenges in order to show those specific students how invested I was in their success. I'm convinced these same tools will serve in helping me to inspire teachers towards success!