Tag Archives: listening

Teaching and Learning

Almost sixty years ago, a brand-new teacher, hired by a brand-new principal, entered his brand-new school for the first time.  Earning what he considered a princely, annual salary of $4100 per year, he could scarcely believe he was being paid to do this job he loved from the very get-go.

Even today—a grandfather now, and long-retired—I can still feel the sense of wonderment and awe that seized me as I awaited my first group of elementary school students.  The mix of opportunity and responsibility confronting me was both frightening and exhilarating.

Over the next thirty-plus years, in three different school districts, I served as teacher, vice-principal, principal, superintendent, and director of education.  Of those postings, the first and last were my two favourites.

Along the way, I met and married a brilliant teacher, and in time, both our daughters grew up to be wonderful teachers, too.

Two of my four granddaughters are currently working towards university degrees in education, one in music, the other in maths and science.  They haven’t asked for my advice—perhaps blissfully unaware of the import of my experience, its scope and depth; or more likely, because I’m bound to be out-of-date now, hopelessly so, after such a long hiatus.

I’ve slowed down, no doubt, but the pace of change has not!

I’ve never been one to proffer advice unsolicited, anyway—although I have been known to hold forth if encouraged.  But if I were to be asked, there are a few bon mots I would probably pass along.

First, teaching—that is, the handing-down of all wisdom from the teacher—is far less significant to students’ growth than learning—namely, opportunities for them to ask pertinent questions, test a variety of possible answers, and settle upon evidence-based conclusions.  Effective learning is a highly-personal pursuit, and happens in a plethora of ways connected to each student’s personality and neural development.  It is the teacher’s job to provide sufficient and varied, open-ended learning opportunities within the prescribed curricula.  Show them, don’t just tell them; involve them, don’t merely lecture them.

Second, the teaching/learning relationship between teacher and student, if it is to yield good results, must be founded on mutual respect for one another—with the emphasis on mutual.  As a pundit posited some time ago, “I don’t care what you know until I know you care.”  The same applies to relationships among students, each of whom will more likely prosper in a caring and secure classroom environment.

Third, it’s far more important that the teacher constantly catch students doing something good, rather than something bad.  It’s not that the bad should be overlooked, but there are effective procedures to deal with it—not simply to end it, but to work proactively to prevent its repeat.  Catching students doing the good things they do is critical, though—letting them know, not just that their accomplishments are noticed, but explaining why those achievements are positive.  When students understand the underpinnings of effective performance, they’ll be more likely to roll it back and expand their repertoire.  So, tell them when their work is good…then explain why.

Over the years, whether engaged as teacher, principal, or CEO of a school district, I forever encountered encumbrances threatening to get in the way of doing the job effectively—budget-cuts; staffing-cuts; overcrowded classrooms; reductions in essential support-services for special-needs students; aging buildings and facilities; changing parental expectations; increasing political demands; the intrusion of pervasive, social-media technology; rising violence in our society; and on and on.  There seems no end to the reasons to decry the state of education.

But that is the reality of the workplace my granddaughters will face.

The most effective strategy to combat the ennui and despair that might imperil what they will try to do in their own classrooms is the fourth piece of advice I would offer them.  Win your people over!  Be they students, co-workers, employees who report to you, the same is true: more often than not, they will respond positively to the learning and growth opportunities provided for them when they feel you hold them in high regard; when they believe they are important pieces of the whole, not mere cogs in someone else’s wheel; when they know you have asked for and valued their opinion; when they believe the ends you are seeking are righteous, and the means to those ends honourable.  And for that to happen—for them to believe you are honest, trustworthy, consistent, and invitational—you must be those things.

And therein lies the final piece of advice I’d offer my granddaughters.  Be visible to your students, be available, be present.  I think of it as management, or leadership, by walking around—and it works.  The best teacher, or leader, is the one who is not just inspiring, but vulnerable, receptive, nurturing, validating—in short, transparent.

Anyway, those are the things I would tell my granddaughters now, almost sixty years since I first stepped foot in that brand-new classroom, wide-eyed and bushy-tailed!  

You know, I sometimes allow myself to imagine I’m heading back in there right now, and waiting just inside the door for me is a fresh-faced kid—Alan, Sylvia, Tony, Mary—so many others whose faces I still see.

“Hey, Mr. Burt!  I was thinkin’ ‘bout what you told us before recess, an’ I’m not sure you’re right.  You wanta know what I think?”

“Yes!” I say, a smile splitting my face.  “Tell me what you think!”

I wanted to know then, and I’d want to know now.  For that’s the essence of teaching and learning.

A Loss For Words

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Most people who know me would likely tell you I am rarely, if ever, at a loss for words.  But they would also assure you, I trust, that I am far from being a blabbermouth.  My own opinion is that in most social situations, I can hold my own in conversation without becoming annoying or overbearing.

Most of the time, I listen; when appropriate, I ask questions.  If prompted, I will hold forth on a subject (if I know something about it), but not to the point of boring my friends to tears…I hope.

There is one situation, however, where all of the above is not true, perhaps the only circumstance where I find myself virtually unable to get a word in edgewise.  This unfortunate state of affairs occurs every time I find myself on a FaceTime call with my wife and daughters.  I hustle into the den with my iPad, leaving my wife with her screen in the living-room, so we won’t get feedback during the call.

When I say ‘unfortunate’, I mean for me, of course; for all I know, the ladies find it delightful when I sit, practically mute, at my end of the line.

The problem arises, not because my wife and daughters ramble endlessly on and on, not because they’re rude or inconsiderate, not because they delight in ignoring me, even politely.  Nothing could be farther from the truth.  In fact, they are all among the most considerate of creatures on the face of the earth, and they love me dearly.

No, the problem occurs almost every time we’re on a call because they appear to react faster than I do.  And to think faster, too, I suppose.  Regardless of the subject, I’m usually listening attentively as they express their various points of view, waiting for my brain to kick into gear as I consider an appropriate response.  The sad fact is that, by the time I have a response, one of them has already jumped back into the conversation ahead of me.

Another issue causing me a problem is their propensity to change subjects at the drop of a hat.  We might have spent five minutes batting a particular topic back and forth—the three of them talking while I listen—and Boom!  Without warning, one of them will introduce a brand-new thread, or ask about something entirely different from what we’ve been discussing. 

Even as my brain registers the change, a part of it is crying, silently and forlornly, that I haven’t yet kicked in my two cents’ worth on the first topic.

But they aren’t rude, as I have said, so at some point (perhaps noticing my silence), one of the girls might say, “What do you think, Dad?” 

“Ah…let’s see,” I reply, “can we go back to that first thing we were talking about?  I had a thought about that, but I couldn’t get in.”

The three of them laugh and roll their eyes at this, chide me to ‘keep with the tour’, then blithely resume their three-way conversation.  It’s probably just as well, I guess, because by the time I’m asked to chime in, I’ve often forgotten the point I wanted to make, anyway.

I must admit, though, all modesty aside, that I generally look surprisingly good on those FaceTime calls.  I sit up straight, look right into the camera (with an occasional peek at my own image), and keep myself centred in the screen.  They, by contrast, let the screen wobble all over the place as they walk from room to room tending flowers, picking up dirty clothes, starting early prep for supper, training their camera on their dogs.  It drives me crazy, but I can never worm my way into the conversation to ask them to stop.

I’ve explored various strategies to help, but none seems to.  I’ve tried holding up my hand, for example, when I want to cut in, but all I get is a return wave, as if they think I’m leaving the conversation.  “Bye, Dad!”

On more than one occasion, I’ve cut my video feed for a few seconds, hoping they’ll wonder if I’m okay, but all I hear is, “Looks like Dad has left the conversation!  Was it something we said?”

“No!” I want to shout, as I turn the video back on.  “It’s because I haven’t said anything!”  But they’re already talking about something else, so once again I can’t get in.

I recognize that the limitations of the FaceTime technology, marvellous though it is, play a part in exacerbating my dilemma.  The offset between audio and video transmission makes it difficult for me to pick the right moment to jump in—like watching a TV commentator interviewing someone far away, each of them experiencing a delay in hearing the other, resulting in dead air.  If I speak up too soon, while one of the girls is still talking, no one hears me; if I wait ‘til she’s finished, someone else has already started.

Still, I persist in taking part in these FaceTime calls, not only to hear what the girls have to say, but to look at them as they’re saying it.  And I console myself that, if ever I had anything pertinent and crucial to share with them, I probably did it years ago.  Whatever I might add now is probably just more of the same.

The ironic part of the whole thing, though, is after we’ve ended the call, I’ll wander back into the living-room and my wife will say, “Are you okay?  You didn’t have much to say today.”

And that always leaves me at a loss for words.