Cartoons about Families and Schools

For this monthly feature of cartoons, I pulled together a bunch that got me smiling, chuckling, and occasionally laughing out loud. About half of them are about parent-child relationships in the home; the other half are about teachers and students from ex-middle school teacher Diana Bledsoe whose work I have featured before.

I met Diana through my blog. I read hers and saw that she did cartoons about a fictitious middle school. She told me that she is a “cartoonist who has been in the education field for over 15 years: first as a volunteer, then a teacher and currently as an administrator. My cartoons are inspired by my daily interactions with students and educational professionals.

In these Bledsoe’s cartoons, she features Stewart, a student with a mop of yellow hair who has only passed Gym and has given Mrs. Banks, a teacher, a hard time. Enjoy.

 

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Politics, Research, and School Reform: Letting Teens Sleep in

Teaching high school students, first period of the school day, say, 7:30 or 8 AM is tough. Why? Students from both affluent and working class families shuffle into the room, sometimes carrying wake-up food and drink, and sit down at their desks giving the teacher the 1000-yard stare or closing their glazed eyes. They are sleepy.

Recent research (see here, here and here) has established that adolescent bodies and minds are still developing and getting five or less hours of sleep a night when doctors recommend nine means sluggish lessons in the mornings and sleepy afternoons in class.

Citing such research, some school boards (e.g., Long Beach, California; Glen Falls, New York, and Stillwater, Oklahoma), after many open meetings with parents and experts on sleep and teenagers initiated later start times for middle and high school students. Research tied to solving a problem–sleepy and non-involved teenagers in academic classes– supporting a tidy solution such as a later school starting time in morning–seemed, thus far, to work in these communities. However, in other communities, raw politics, and coalitions built by sleep-deprived teenagers allied with parents and teachers made the changes.

Consider 17 year-old Jilly Dos Santos who tries again and again to get to her 7:50 AM class on time at Rock Bridge High School in Columbia (MO). And failed. She is an academically strong student, works at a fast food restaurant after school and interned in a get-out-the-voter campaign earlier in the year. She heard that the school board was meeting in a few weeks to approve a half-hour earlier starting time. Yes, 7:20 AM. Santos, a sleep-deprived teenagers morphed into a political “sleep activist.”

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Santos created a Facebook page and Twitter account telling hundreds of fellow  students that the school board was going to start school at 7:20 AM. She contacted a non-profit group about sleep that gave her the scientific studies about how teenagers needed more, not less, sleep. She emailed all teachers in the district and started an online petition. She brought other students together and they made posters. She tweeted everyone that “If you are going to be attending the board meeting tomorrow we recommend you dress up.”

You guessed it. The school board turned down the earlier start time. A few months later, the coalition that Santos had pulled together worked successfully to get the school board to start high school at 9 AM. The superintendent said after the board voted 6-1 in favor of the later time: “Jilly kicked it over the edge for us.”

Who said that schools are apolitical institutions?

I use the example of Santos to underscore how an issue as school start times, so often driven by efficiency–scheduling a limited number of buses for both elementary and secondary schools, when teachers have to be in their classrooms in the morning, parents’ demands for child care, and other factors–gets turned around when a group of teenagers, teachers, and parents coalesce into a political group pressing the school board to alter its policy. Rowdy democracy in action.

So here is an incontrovertible fact: schools are political institutions. This fact means that teachers, principals, superintendents, students, and parents are political actors also. Not in the partisan sense of Democrats and Republicans but in the fundamental sense that politics are about relationships over power, resources, and to achieve goals.

Of course, reformers in every generation have known that schools are political institutions subject to popular pressures to adopt or reject policies. With the state and federal centralization of authority for school policies over the past half-century–think No Child Left Behind, state charter school laws, and Common Core Standards–the political nature of schooling becomes self-evident. Although the word “politics” continues to have a sour smell about it to many parents, teachers, principals, and superintendents, for Jilly Dos Santos, the fragrance of politicking the school board to adopt a later start time drove her on. She and like-minded citizens practiced democratic action.

Here is the second fact about the role research studies played into the political success of the coalition that Santos’s mobilized in favor of a later start time. As much as each of us believes that data compiled into evidence, especially from scientific studies, are essential to get a policy adopted–after all we see ourselves as rational and mindful creatures–in this instance of having teenagers come to school later in the morning–research studies became useful but clearly subordinate tools. Without the political muscle of  the coalition Santos and others mobilized, ho-hum responses from the school board would have occurred.

Political muscle at the federal, state, and local levels, using research as a shield and lance, continues to dominate the current reform debate over what teachers should teach, how they should teach, choice in schools, and, yes, what time Jilly Dos Santos has to wake up and go to Rock Bridge High School tomorrow morning.

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Arranging Classroom Furniture: An Unobtrusive Glimpse into How Teachers Teach

How teachers arrange the furniture in classrooms gives a peek into how teachers teach. Look at these photos taken last year of elementary and secondary classrooms that have different furniture arrangements.Science+room

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Note the different arrangements of  desks. In the first photo, rows of movable desks face the front of the classroom where the teacher’s desk is located. The second photo has a horseshoe pattern of tablet armchairs across from one another. The third photo is of an elementary classroom that is chock-full of materials and children working on different activities with adults sitting on the rug and chair working with  individual pupils. And the final photo is one of a secondary classroom arranged in rows where each student has a tablet and a smart phone.

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Now, take a look at photos of classrooms over the past century.

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Five decades later when movable desks and chairs replaced the traditional bolted down ones, a photo shows a typical classroom.

Note the regimented order of these classrooms a century ago and even five decades later. True, those desks were bolted down a century ago and were even a teacher then so inclined to arranging small groups of students–and such teachers were around–they could do it but had to overcome the furniture arrangement. But a half-century later, with movable desks, rows were still there in many classrooms but not others.

Are the changes in how classrooms are furnished and how students appear dramatically different? Yes and no.

The “yes” part is in how students are dressed and how there are more examples now of different ways to arrange desks and chairs over the decades. The “no” part is that while different ways of organizing furniture in elementary classrooms is evident and apparent for anyone who ventures into a kindergarten and first grade classroom, that is much less the case for secondary classrooms.

Do such photos of classroom furniture give observers a glimpse of how teachers teach? Yes, they do but only a hint. Here is my reasoning.

a.Furniture arrangement is seldom mandated by a school board, superintendent, or principal. The teacher decides how to use classroom space. Furniture placement, consciously or not, expresses the teacher’s views of how best to teach, maintain order, and how students learn. Thus, an observer gets a clue to whether teacher-centered and student-centered instruction* (including mixes of both) will prevail.

b. When all students face the teacher’s desk or teacher at the blackboard (now whiteboard or “smart board”) where directions, daily homework, textbook readings and quizzes are registered, whole group instruction is encouraged including class discussions (recitation was the word used in the early 20th century). Teacher-talk  gains higher priority and legitimacy than exchanges between and among students.

c. Surveillance is easier for a teacher when rows or tables are in rows. Threats to classroom order can be seen quickly and dealt with expeditiously.

d. Such a configuration of classroom space limits students’ movement within a classroom to that which the teacher permits.

e. If desks are arranged into a hollow square, horseshoe, or tables are scattered around the room permitting students to face one another and talk, student-centered instruction where student talk and decision-making are prized becomes a much stronger possibility.

Note, however, that furniture arrangements do not determine how teachers teach. Classroom rows, tables, or horseshoe configurations are no more than clues to what teachers believe and practice in their lessons. Keep in mind  that for the early decades of this century when desks were fixed to the floor, there were still teachers who ingeniously and with much energy overcame that obstacle and introduced student-centered practices into the classroom.Such furniture may have discouraged many teachers but it did not prevent some from altering their teaching practices.

So a glimpse of classroom furniture is useful as a starting point in assessing how teachers teach but it is only a small part of how teachers structure lessons and carry out activities. Far more information about what happens in the classroom would be needed since teacher-centered instruction can, and often does, occur even when seating arrangements look student-centered.

Furniture arrangements and the placement of students, then, are not random affairs.

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They are the result of teacher decisions stemming from beliefs in keeping order and how students learn best in the age-graded school within which teachers work. So when I enter a classroom, the first thing I note and record is how desks and chairs are arranged in any classroom.

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*In using the language of  “teacher-centered-” and “student-centered” instruction, I need to be clear that I do not favor one over the other. Both forms of instruction and hybrids can be effective with different students at different times in different contexts. Classroom arrangements offer only a hint of what teachers believe and how they teach. That visible sign is only that, not the full picture of daily lessons.

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On Using And Not Using ClassDojo*: Ideological Differences?

In a recent guest post, two British Columbia (Canada) primary grade teachers took opposite sides in discussing their use and non-use of the free behavioral management tool called ClassDojo. As described by the reporter in the above article, ClassDojo is software that “allows teachers to give students points to reinforce positive behaviors, assign negative points for undesirable behaviors and allows teachers to track behavior data over time, sharing with parents and administrators through reports.”

I was struck by what appeared to be strong differences between the two teachers over how (or whether) the high-tech tool should be used. Here I will summarize each teacher’s points, offer other teachers’ first-hand experiences, and then add what I learned based on my reading and an interview I had with a first-grade teacher using ClassDojo. There is an underlying issue over teacher beliefs in how children best learn that weaves in and out of the teachers’ comments, an issue I address at the end of the post.

Karen, the first grade teacher said that the tool was too point-focused and undercut her goals of getting six year-olds to manage their impulses. She admits that she  has not used ClassDojo in her classroom. Her reasons against using the software tool are clearly stated:

1. Class Dojo reinforces external rewards. They may work in the short run but fail over time to get students to regulate their behavior.

2. One-click assessments of children’s behavior miss the complexity of individual students and why they do what they do.

3. It is “humiliating” to display publicly those students who get minus points; shame doesn’t help students learn.

Erin, another primary grade teacher, felt initially that ClassDojo would undermine her belief that students learn best through intrinsic rewards since the tool depended on points, rewards and punishments. Yet she decided to use the software and discovered that ClassDojo reinforced a child’s responsibility for being in class. In the reading and writing workshop she does annually, ClassDojo helped students state and track their expectations in reading and writing. In addition, the software tool collected and displayed information that helped the teaching assistant monitor special needs students’ behavior in the class as well as the overall group’s behavior. In short, Erin used the tool to “go beyond extrinsic rewards.”

Karen and Erin are two examples of teachers using ClassDojo. There are others (see here, here, and here) that use the tool differently and express their support and reservations.

I wanted to learn more about the software tool so I contacted Sam Chaudhary at ClassDojo to find a teacher near where I live to interview. He found Mayrin Bunyagidj, a first-grade teacher at Sacred Heart in Menlo Park (CA). She agreed to an interview.

I spent over an hour with Mayrin, an experienced public elementary and secondary school teacher who has been at Sacred Heart, a private school, for four years. Her classroom has tables sitting four students each with four centers (teacher center for math and language arts, workbook center, project or game center, and computer center with five machines) that students rotate through over the course of a school day. She described how she began using ClassDojo and how she concentrates on the “positives” with her class of 16. Because the school focuses on building character–the “Code of the Heart” (e.g., being caring, ready to work, respectful, and responsible) she showed me on her Smart Board how she uses the software to reinforce “positive” student behaviors daily and connect those behaviors to “Code of the Heart.” With this tool, she no longer “nags students.”

When I asked her whether using rewards (e.g., sitting at the teacher’s desk, winning tickets for a weekly lottery to get bracelets and other school gifts) kills intrinsic motivation, she quickly replied that it has the “opposite effect.”  Children want to improve, she said. They work hard to do better, not for the rewards but because they want to. Mayrin suggested that ClassDojo helped her bridge the ideological differences between using extrinsic and intrinsic rewards in motivating students.

After the interview, I began reading in the psychological literature on motivating children in school. Intrinsic motivation, it turns out, is highest among young children and as they went from grade to grade in school, it faded considerably.  Older secondary school students seldom showed any intrinsic motivation and only worked for whatever point system was in play. That was the pattern that both teachers and psychologists found. But it was not either-or, a few developmental psychologists found. There were “in-between” examples that bridged the boiler-plated extrinsic vs. intrinsic rewards debate that has occurred for decades among educators and experts.

Some developmental psychologists have concluded: “we come to learn to do things not only because they are fun or likely to lead to some immediate payoff but because we have come to believe that we ‘ought’ to do them … to facilitate our own long-term goals (e.g., because it would be ‘good for us’). See: Intrinsic and Extrinsic Motivation PDF

Here is the bridge that Mayrin suggested in her description of using ClassDojo and other teachers who see the age-old debate over extrinsic vs. intrinsic rewards less in black and white and more in how  teachers can use points and rewards to help children internalize what they “ought to do.” These “bridges,” these “in-between” examples, helped me get past the tired arguments pro-and-con for how teachers ought to best motivate students.

I see these “bridges,” be they built with ClassDojo or names on the chalkboard, as primary ways that schools, past and present, socialize children and youth to live in a market-driven democracy where the values of private and public goods and cooperation and competition are highly prized. Some of us may question those “bridges” as working beneficially or for ill but I have yet to find anyone who can ignore this primary function of tax-supported public schools.

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Dojo is originally a Japanese word for space devoted to physical training from wrestling to martial arts–the do arts. Thanks to Janice Cuban for suggesting I define Dojo.

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Slogans in Businesses and Schools

Located in Menlo Park (CA) near the tidal marshes at the southern edge of San Francisco Bay, Facebook has 11 open-space buildings holding 6,000 employees. Open space architecture means no one has an office with doors.  You want privacy, wear earphones.

None of the open-space arrangements surprised me. What did, however, surprise me in the description of Facebook’s workplace was that there were posters everywhere that “exhort changing, hacking, and fearlessness.” Corporate slogans like “Hack,” “Taking risks gives me energy,” and “What would you do if you weren’t afraid?” adorned walls, partitions, and employee entrances as constant reminders of what the company values (see slide show of Facebook, Google, and Twitter buildings).

My surprise may well be because of my limited exposure to these companies other than what I have read in articles and books plus what I heard from friends and their sons and daughters who work in these organizations. Apparently, company leaders believe that posting slogans everywhere strengthens the workplace culture and keeps the corporate vision and values driving Facebook at eye-level. Do such displayed slogans actually increase the sense of community and shared values and lead to higher job performance? I do not know.

There is another reason I was surprised by the ubiquity of placards in the Facebook workplace. In my experience as a teacher, administrator, and researcher I had seen in the past three decades many similar posters in low-income, largely minority schools exhorting students and teachers to learn and achieve. In these schools strenuous efforts to create a culture of achievement, success, and right behavior for every student is everywhere. For example in KIPP elementary and secondary schools, such posters abound:

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And here are some photos of wall posters in other urban schools that are 90 percent minority and poor:IB poster

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My memory fails me, however, about the days that I taught in three urban, largely minority high schools between the mid-1950s and early 1970s, I do not recall such posters urging academic success and responsible behavior. Yet when I returned to those very same schools in 2013, such posters as shown above, are everywhere in the school.

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So I asked myself: when did such posters appear in urban schools? What influenced schools to post these slogans–similar to Facebook’s placards–to get students and teachers to work harder and produce higher student achievement?

When Did Posters Exhorting Students and Teachers Begin To Appear?

No doubt there is no one single moment or even year. But my guess is that such posters began appearing in the late-1960s to early-1970s in alternative schools formed to uplift ethnic and racial pride. The belief was that pride in race and ethnicity is a precondition for academic improvement.

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Beyond guessing, I am more sure of the movement to spread Effective Schools, beginning in the early 1980s, on the appearance of posters urging urban students to respect themselves, work hard in school, do well on tests, and succeed. Correlates of “effective schools” included “Climate of High Expectations,” “Clear and Focused Mission,” for example.  As attention and resources shifted to student outcomes in these years, efforts to make schools “effective” by following five, six, or more factors associated with high-achieving schools in low-income neighborhoods prompted many school leaders and teachers to display posters in school hallways and classrooms.

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Furthermore,  the effective schools movement in  the 1980s converged with numerous initiatives within the corporate sector to restructure and re-culture firms to improve an organization’s performance. Those were the years (e.g., Nation at Risk) where harnessing school improvement to a stronger economy became the central task of policy elites and national leaders. Swapping ideas and practices between for-profit businesses and schools have occurred periodically in the past and were strongly encouraged by both corporate and national leaders then and since.

Do these slogans work? I really do not know for either the Facebook company or schools. Such school slogans certainly reassure students, teachers, parents, and school visitors that key values are displayed and important. Surely, the climate of a school, its norms, ceremonies, and traditions matter to how children, youth, and adults carry out their daily work. But far more critical is that school leaders, faculty, students, and community not only share the vision and values embedded in those slogans but also have the skills, wherewithal, and will to make them happen daily in hallways, cafeterias, and classrooms.

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Avoid The Hype: Online Learning’s Transformational Potential (Michael Horn)

From time to time, posts that I write prompt responses. Especially when writing about K-12 access and use of new high-tech devices, software, and their supposed revolutionary impact. Here is such a response to one I wrote about online learning and its hype. I would like readers to look at my original post and then Michael Horn’s response.
Michael Horn is a co-founder of the Clayton Christensen Institute and serves as the executive director of its education program. He leads a team that educates policymakers and community leaders on the power of disruptive innovation in the K-12 and higher education spheres through its research. His team aims to transform monolithic, factory-model education systems into student-centric designs that educate every student successfully and enable each to realize his or her fullest potential.”  See more at: http://www.christenseninstitute.org/michael-b-horn/#sthash.k7t3TBqv.dpuf

This article appeared in Forbes on June 6, 2013 at: http://www.forbes.com/sites/michaelhorn/2013/06/06/avoid-the-hype-online-learnings-transformational-potential/print/

 In Larry Cuban’s recent piece in the Washington Post, “Why K-12 online learning isn’t really revolutionizing teaching,” he in essence says that our research showing that online learning is a disruptive innovation that has the potential to transform K–12 education into a student-centric learning design that can allow each student to realize his or her fullest potential is unfortunate hype from academic gurus.

What’s unfortunate is Cuban’s misrepresentation of our research to hype his argument.

Cuban refers to our prediction that by 2019 50 percent of all high school courses will be delivered online in some form or fashion. He says that the prediction is erroneous because of the different forms in which online learning will arrive and argues that online learning will not disrupt schools.

What might shock him is that we agree with those two statements.

For the first, that’s why our prediction states that online learning will occur in different forms and fashions, and the bulk of it—at least 90 percent—will be in blended-learning environments. It is interesting that Cuban doesn’t dispute that these different forms might add up to 50 percent of high school courses by 2019.

Indeed, our research at the Clayton Christensen Institute has explored in sharp detail the different forms of online learning in K–12 education, as we have provided a definition of blended learning that is used widely in the field and have classified the different models we see emerging in schools themselves to give educators a language to talk about the different innovations they are pioneering. Perhaps Cuban should draw on some of this research before discussing blended learning.

As to the second point, we have never stated that online learning will disrupt schools; instead, our research shows that online learning will disrupt the traditional classroom environment in secondary schools over the long term. Our latest research adds another subtlety, which is that online learning is unlikely to be disruptive to the traditional classroom in elementary schools, but instead will, for the most part, take place within those traditional classrooms.

Cuban’s other main point in the piece is more complex. He says that some online learning programs are teacher-centric, whereas others are quite student-centric and high quality. He is right. Not all online learning—in blended-learning or distance-learning environments—is good. Some of it is great, and some of it is bad. This is why we’ve said that online learning has the potential—but is not guaranteed—to transform schools into student-centric learning environments.

Cuban has long done some of the best work in explaining why so many hyped learning fads and technologies have failed to transform schooling. His past work is in fact consistent with the theories of disruptive innovation, which show that the model in which a technology is implemented is often more important than the technology itself. This is in part why we relied heavily on his research in Chapter 3 of Disrupting Class. Central to his argument has been that despite all the reforms and fads, once the classroom door shuts, teachers have the domain to ignore all of the reform efforts and fall back on what they know and believe is best.

Once again, we agree. This is why, however, disruptive innovation is so powerful. In education, it can allow us to replace that classroom model with a new one that is far more conducive to personalizing learning for each student. What the theory of disruptive innovation says is that online learning—in its many forms—will disrupt the traditional classroom over the long haul in secondary schools. What disruptive innovation does not say is whether the result will be a student-centric learning design. The theory is largely silent on this normative question.

That’s where the potential enters the equation. Because online learning scales naturally, the good programs about which Cuban writes can theoretically serve millions of students and aid millions of teachers. The question at hand is how do we create the conditions for the good programs, not the mediocre or bad ones, to thrive.

Because we have the chance to reinvent the learning model as we know it—with far fewer constituencies standing in the way of protecting the “status quo” in online learning—there is currently a window in which to put in place policies that create the proper incentives. Paying providers for student outcomes; not regulating and paying for inputs so as to free up educators on the ground to make smart decisions for their students; moving to a competency-based learning system, in which students progress once they have mastered a concept, not when the calendar says it is time to move on; and having appropriate on-demand systems of assessments that allow for a bottoms-up accountability that rewards growth instead of today’s top-down accountability system together appear to be critical pieces.

If online learning continues to grow within the current regulatory environment, however, which focuses on inputs instead of outcomes and has at its core a set of assumptions that takes the factory-model classroom system that has been in place for over 100 years as a given, then we may lose that window.

We education transformers—those who do not want to just reform education but to transform it into a student-centric design—don’t have all the answers for how to do this well. We should admit that. But Cuban and others could help. Rather than simply act as naysayers who say why everything is doomed to fail, they could be part of “the solution.” Asking how we might make this unique opportunity different—or pointing out where we are erring in shaping it in a constructive fashion—would go a long way. The past is instructive, but it should help guide us forward, not hold us back.

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A Tribute to Elliot Eisner, 1933-2014

Too few policymakers have ever taught in public schools. Even fewer can articulate what it is about teaching young children, youth, and adults that binds teachers and students together and makes the experience of learning memorable, satisfying, and long-lasting. A former high school teacher and life-long academic, Elliot Eisner was one of the few individuals I knew who could precisely put into words those ideas and feelings.

Elliot Eisner  was Professor Emeritus of Education and Art at Stanford University. This is an abridged version of his 2006 Commencement talk to School of Education graduates and their families. I posted this initially February 15, 2010 and ran it again in 2013.

It is fitting to publish it once more to get a sense of the humane educator all of us have lost. Nonetheless, his ideas, his zest for life, and his constant swimming against the policy current of standards, testing, and accountability remain with us.  At the end of Elliot’s talk, I have listed some of his ideas captured in aphorisms drawn from speeches and writings over the decades.

Among the many satisfactions in teaching there are six I would like to describe. The first pertains to the opportunity to introduce students to ideas that they can chew on for the rest of their lives. Great teaching traffics in enduring puzzlements and persistent dilemmas. Certainties are closed streets, not locations that interest the mind. Great ideas have legs. They take you somewhere.

Ideas can also provide a natural high. With them you can raise questions that can’t be answered. But why do puzzlements provide satisfactions? I believe because they invite that most precious of human abilities-imagination–an opportunity to take wing. Imagination is the neglected stepchild of American education. Questions invite you in. They stimulate the production of possibilities. They give you a ride. And the best ones are those that tickle the intellect and resist resolution.

Second, the satisfactions of teaching provide opportunities to reach out to students in ways that ensure your own immortality. The images of teachers past populate our minds and memories. They sit on our shoulders ready to identify infractions of one kind or another and to offer praise for work well done. Their lives live in yours and your life lives in theirs.

The immortality I speak of is the private, rather than the public immortality that is garnered by only a very few. Yet living through the memories of the great and not so great teachers we have known is no meager accomplishment; you don’t have to be a Mahata Ghandi to be remembered or to be loved.

Third, teaching makes it possible to play your own cello. Despite the beliefs of some well intended technocrats, there are no recipes for performance, no teacher proof scripts to follow. Teaching well requires improvisation within constraints. Constraints there will always be but in the end teaching is a custom job within which the teacher becomes an inseparable part of what is taught.

The inseparability of what is learned from the manner in which it was taught is a lesson best taught by the arts. The arts teach us that form and content cannot be divided; how something is described effects what is described. Curriculum once enacted cannot be separated from the way it was taught because how it was taught influences how it is learned.

Fourth, teaching provides ample opportunities for both artistry and for memorable forms of aesthetic experience. After forty years in the classroom I still have vivid recollections of my sophomore high school art class in which I taught thirty-five eager and some not so eager adolescents. Those memories, in many ways, are among the most aesthetically satisfying and vivid I own.

Teaching well also depends upon artistry. Artistry is the ability to craft a performance, to influence its pace, to shape its rhythms and to modulate its tone so that its parts merge into a coherent whole. You come to feel a process that often exceeds the capacity of language to describe.

Why are these memories so vivid? The nature of long term memory might have something to do with it, but I think there is more to it. I still remember my third grade teacher, Miss Eva Smith calling my name from one end of the classroom to the other to tell me, in a voice that the whole class could hear, “Elliot, Your work is getting better!” Oh how I needed to hear that; I did not do well in school. Or Miss Purtle who gave me a one person show of my paintings on the walls of her classroom when I was in the fourth grade. These were memorable events given to a nine year-old boy not knowing he would carry them with him for the rest of his life.

Fifth, teaching provides occasions to share with others your deep affection for what you teach. There is a sense of contagion when your eyes twinkle with delight at the prospect of introducing students to what you love. Your love of what you teach is conveyed to them; it is the sincerest and most powerful invitation you can extend.

Finally, teaching provides the opportunity to discover that something you once said in class that you cannot now remember made a difference to a former student who you happen to encounter twenty years later. Teaching is filled with such surprises. They reassure us that our contributions sometimes exceed what we can recall.

But the satisfactions of teaching extend beyond the academic. Indeed, the most lasting contributions come from rescuing a child from despair, restoring a sense of hope, soothing a discomfort. These are the occasions whose memories last longest because they are often the occasions that matter most. They are the occasions whose importance transcends academic interests. They address the human needs that all of us share.

It is especially important today at a time when schools are buffeted by performance standards and high stakes testing to remember that the student is a whole person who has an emotional and social life, not just an intellectual one. And this is as true for graduate students in the grandest citadels of higher education as it is for students in elementary school. The more we stress in school only what we can measure the more we need to remember that not everything that is measurable matters and not everything that matters is measurable. As the old progressives used to say, we need to pay attention to the whole child. This is accomplished by how we teach. How we teach is related to the deep satisfactions of teaching I described today.

I have had the moments that I have described-and you will too. I envy you the journey. Oh, to be able to begin that journey once again today!
No such luck!

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Some of Elliot Eisner’s quotable words:

*Education is the process of learning how to invent yourself.

*We know more than we can tell.

*Standards are aspirations that are best held flexibly.

*The aim of education is not to get everybody to the same place.

*Not everything that matters can be measured and not everything that is measured matters.

*Can anyone really teach what they do not love?

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