I really enjoyed going on the journey throughout the article, Lauren, and I always appreciate a good callback to the days of serving tables. I’d wake up in the middle of the night and realize that I never brought that iced tea they asked for in the middle of the dinner rush. And, like a lesson that falls flat, it was all okay…in time.
I always think of teaching as similar to acting because it does have an element of performance and requires concentrated preparation before and energy during class. But, I also like the craft analogy - in some ways you do have to make it up as you go along, too. Hone it or completely change your plans to suit circumstances or individuals.
Many appreciations for this post and the links provided referencing the work of other Substackers. Hard to lump teaching into any one of those four buckets because teachers need to have their hands and feet in all of them — ready to jump from one to another at any given moment.
I love your take on this Lauren. I've only been teaching for a year at a tertiary level, and I've gone through a similar experience, working through variations of "Teaching as a ____" and finding ways to try and spark some form of engagement with my students.
It was interesting for me how rigid the curriculum was, and all the factors that hold that rigidity in place (some of which are outside the scope of control of the school, such as educational regulations on curricula, gov't bodies that audit the teaching process, as well as internal bureaucracies).
For a while, it felt like the story was: "Teaching as a robot."
But now I feel like I'm settling into a dynamic of: "Teaching as exploration." I'm not there to teach students what I know or what's on the slide; I'm there to show students how to explore and learn for themselves.
About those 180 great lessons: I’m pretty sure that your colleague meant that excellence in teaching, if it is to be achieved at all, takes time and lots of it. High school teachers, at least, are hired to teach specific subjects. I was hired to teach American history, for example, and yes, by implication, to have them “explore” and “learn to think for themselves.” But the latter is within the context of the subject I was employed to teach. So, yes, I do want them to know some of what I know, but that requires that I must be well- and deeply read, familiar with if not master of the literature in my field, alert to subtlety and nuance, acquainted with conflicting interpretations on controversial issues that professionals grapple with. I must model for my students a respect for knowledge by being knowledgeable myself. All of that requires that I read, read, read. We are, we teachers, people of the book. Teaching, and the excellence that may come, begins in the library, whether brick and mortar or digital. Be wary of those who would have you become technicians in the classroom, devoted to methodology at the expense of knowledge.
People of the book, indeed. How right you are. I recall that in my job interview with that same my dear friend and mentor/department chair (before he became a dear friend and mentor), he asked me to name a history book that I had read and found especially interesting. (I'm probably not wording it correctly--it was ages ago!) But I still remember my answer and the book: William Cronon's Changes in the Land: Indians, Colonists and the Ecology of New England. At other schools I interviewed at I was asked things about classroom discipline or what sports I might be able to coach. Here was someone who wanted to know whether or not I could teach history.
To Scott's point above...I want my students to explore and think for themselves, too. But it is the job of a well-read teacher to guide them in WHAT they will explore and what they will think ABOUT. (I hate that I can't use italics in notes--sorry for the all caps!)
Ah yes, great nuance there Lauren, and you're absolutely right. I think in hindsight, what I should've said was something along the lines of 'bounded exploration'.
In particular, the balance I'm learning to navigate is the idea that yes, as well-read teachers, there really IS a set 'curriculum' so to speak in terms of gaining knowledge on a particular subject. As I've written about separately, we don't really need every student to re-invent mathematics for themselves; there is a 'correct' path to follow.
But on the other hand, if we just spoon feed students, then that also isn't learning. So my musings about exploration is ultimately about helping them explore the concepts for themselves... but shepherding them within the boundaries of a particular topic.
Lauren. Very interesting read. Thank you. I taught various grade levels from 3rd to 6th grade over a 20+ year span. Sadly, I moved into Admin after earning a MeA from UCLA (one of my biggest career regrets). So I too have pondered about what teaching is from various capacities. With all due respect, I find your impressions of the "teacher" and the craft that is developed through it to be a bit over romantic. But my opinion isn't completely based on who the teachers are but the system we all have/had to work under. When I was a student, it appeared that teachers had much more leeway and freedom to operate within their rooms. Today, teachers are completely bound to bureaucratic structure. When provided an assignment (and subsequent classrooms) teachers are also given predetermined curriculum, pacing and instructional guides from the publishers who provide the students books, and all that stuff. One's ability to craft unique lessons and thoughtful exercises are severely limited. Due to oversight and politics, the teaching profession has devolved into just another bureaucratic position akin to working at the DMV or Social Security office. I know my analysis sounds grim and negative but it is what it is. Authentic learning comes from the student ...end of story. Teachers are only those who lead the horses to water ...we can not make anyone drink. ...and in today's USA, very very very little people are drinking.
Why are teachers leaving their teaching assignments. It much like many young, impressionable individuals who join the forces (police, sheriffs). They are all left with one choice, conform to the job, or get out.
You’re right—my perspective is very romantic. That’s so me. And happily, reflects most of my experience. I’ve always had a lot of freedom and similarly-minded, talented and dedicated colleagues to collaborate with. But I hear you loud and clear: the “system” and, I’d argue, the wider culture, can be crushing. Later in Peter Shull’s piece, he speaks to the need to give teachers the opportunity to hone their craft without being that kind of soul-crushing interference. I appreciate your comment, truly. Thank you.
I really enjoyed going on the journey throughout the article, Lauren, and I always appreciate a good callback to the days of serving tables. I’d wake up in the middle of the night and realize that I never brought that iced tea they asked for in the middle of the dinner rush. And, like a lesson that falls flat, it was all okay…in time.
Thanks (and haha about he iced tea). Your last line reminds me that what our students learn and their experiences in our classrooms are cumulative.
I always think of teaching as similar to acting because it does have an element of performance and requires concentrated preparation before and energy during class. But, I also like the craft analogy - in some ways you do have to make it up as you go along, too. Hone it or completely change your plans to suit circumstances or individuals.
Yes, the actor must also improvise because the "audience" is live and active participants.
Many appreciations for this post and the links provided referencing the work of other Substackers. Hard to lump teaching into any one of those four buckets because teachers need to have their hands and feet in all of them — ready to jump from one to another at any given moment.
Agreed. There's bits of truth in so many analogies, and at different moments. Great point.
I love your take on this Lauren. I've only been teaching for a year at a tertiary level, and I've gone through a similar experience, working through variations of "Teaching as a ____" and finding ways to try and spark some form of engagement with my students.
It was interesting for me how rigid the curriculum was, and all the factors that hold that rigidity in place (some of which are outside the scope of control of the school, such as educational regulations on curricula, gov't bodies that audit the teaching process, as well as internal bureaucracies).
For a while, it felt like the story was: "Teaching as a robot."
But now I feel like I'm settling into a dynamic of: "Teaching as exploration." I'm not there to teach students what I know or what's on the slide; I'm there to show students how to explore and learn for themselves.
Thanks for sharing your experiences!
Thanks,Scott. See my comment to James Pyne, below. I love the idea of teaching as exploration.
About those 180 great lessons: I’m pretty sure that your colleague meant that excellence in teaching, if it is to be achieved at all, takes time and lots of it. High school teachers, at least, are hired to teach specific subjects. I was hired to teach American history, for example, and yes, by implication, to have them “explore” and “learn to think for themselves.” But the latter is within the context of the subject I was employed to teach. So, yes, I do want them to know some of what I know, but that requires that I must be well- and deeply read, familiar with if not master of the literature in my field, alert to subtlety and nuance, acquainted with conflicting interpretations on controversial issues that professionals grapple with. I must model for my students a respect for knowledge by being knowledgeable myself. All of that requires that I read, read, read. We are, we teachers, people of the book. Teaching, and the excellence that may come, begins in the library, whether brick and mortar or digital. Be wary of those who would have you become technicians in the classroom, devoted to methodology at the expense of knowledge.
People of the book, indeed. How right you are. I recall that in my job interview with that same my dear friend and mentor/department chair (before he became a dear friend and mentor), he asked me to name a history book that I had read and found especially interesting. (I'm probably not wording it correctly--it was ages ago!) But I still remember my answer and the book: William Cronon's Changes in the Land: Indians, Colonists and the Ecology of New England. At other schools I interviewed at I was asked things about classroom discipline or what sports I might be able to coach. Here was someone who wanted to know whether or not I could teach history.
To Scott's point above...I want my students to explore and think for themselves, too. But it is the job of a well-read teacher to guide them in WHAT they will explore and what they will think ABOUT. (I hate that I can't use italics in notes--sorry for the all caps!)
Ah yes, great nuance there Lauren, and you're absolutely right. I think in hindsight, what I should've said was something along the lines of 'bounded exploration'.
In particular, the balance I'm learning to navigate is the idea that yes, as well-read teachers, there really IS a set 'curriculum' so to speak in terms of gaining knowledge on a particular subject. As I've written about separately, we don't really need every student to re-invent mathematics for themselves; there is a 'correct' path to follow.
But on the other hand, if we just spoon feed students, then that also isn't learning. So my musings about exploration is ultimately about helping them explore the concepts for themselves... but shepherding them within the boundaries of a particular topic.
Yes, exactly.
I can’t seem to find your podcast. What is it called?
Hi, I don't have a podcast (yet?) I think you might be referring to the "note" I recently posted about being the guest on a podcast about my "experiment" in having my 7th graders memorize the 50 states. The podcast is Bill Davidson's "Centering the Pendulum." You can find it here: https://podcasts.apple.com/us/podcast/lauren-brown-memorization-in-history-class/id1750820773?i=1000705860159 or episode #152 on his website. https://www.teacherbilldavidson.com/podcast
Thanks!
Lauren. Very interesting read. Thank you. I taught various grade levels from 3rd to 6th grade over a 20+ year span. Sadly, I moved into Admin after earning a MeA from UCLA (one of my biggest career regrets). So I too have pondered about what teaching is from various capacities. With all due respect, I find your impressions of the "teacher" and the craft that is developed through it to be a bit over romantic. But my opinion isn't completely based on who the teachers are but the system we all have/had to work under. When I was a student, it appeared that teachers had much more leeway and freedom to operate within their rooms. Today, teachers are completely bound to bureaucratic structure. When provided an assignment (and subsequent classrooms) teachers are also given predetermined curriculum, pacing and instructional guides from the publishers who provide the students books, and all that stuff. One's ability to craft unique lessons and thoughtful exercises are severely limited. Due to oversight and politics, the teaching profession has devolved into just another bureaucratic position akin to working at the DMV or Social Security office. I know my analysis sounds grim and negative but it is what it is. Authentic learning comes from the student ...end of story. Teachers are only those who lead the horses to water ...we can not make anyone drink. ...and in today's USA, very very very little people are drinking.
Why are teachers leaving their teaching assignments. It much like many young, impressionable individuals who join the forces (police, sheriffs). They are all left with one choice, conform to the job, or get out.
Once again, very thoughtful read. great work.
You’re right—my perspective is very romantic. That’s so me. And happily, reflects most of my experience. I’ve always had a lot of freedom and similarly-minded, talented and dedicated colleagues to collaborate with. But I hear you loud and clear: the “system” and, I’d argue, the wider culture, can be crushing. Later in Peter Shull’s piece, he speaks to the need to give teachers the opportunity to hone their craft without being that kind of soul-crushing interference. I appreciate your comment, truly. Thank you.