Tag Archives: students

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blissfully unaware of the import of my experience, its scope and depth; or more likely, because I’m bound to be out-of-date now, hopelessly so, after such a long hiatus.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.

Ugh! Back to School!

It’s the end of the first week back at school for thousands of students, from kindergarten to university. In recognition of their return, here’s an almost-but-not-quite-true tale from a long time ago, about me going back to school…and dreading the idea!

Today is the big day, the day when I have to go back to school.  The end of summer has come and gone…the time of year when news media publish articles aimed at all those mothers whose children are getting ready to go back. 

ALMOST THERE, MOM! or RELIEF IN SIGHT! are the headlines accompanying the stories, the point being that the world’s parents, fed up to the teeth with their children, must joyfully be anticipating the beginning of the new school year.

That’s certainly the case with my mother, who, it seems, can hardly wait to get me out of the house!

Back when I was in the primary grades, going back to school was an exciting time.  I remember going out with my mother to do some shopping during the week before school started.  Clothes were always on the list, but my mother generally looked after that aspect.  The purchases that interested me were things like coloured pencils and a new lunchbox, things that reassured me I was starting fresh, embarking upon what was sure to be my most successful year yet.  Hope sprang eternal.

At home with my new stuff, I’d spend considerable time organizing and planning.  I’d get rid of all the leftover junk from the previous year, print my name carefully on the new stuff, and decide what clothes I wanted to wear on the first day back.  By the Friday before the Labour Day weekend, I was ready!

In some ways, things haven’t changed much now that I’m older.  Last week, I helped my mother as she chose new clothes for me to wear, I got my hair cut, and I stocked up on school supplies.  But there is one big change now, compared to before, a huge change!  I’m no longer excited about going back anymore, not at all. 

My mother woke me this morning, yelling up the stairs.  “Time to get up!  First day of school!  Let’s go!”

I stayed in bed, trying to convince myself I was sick, but she finally came into my bedroom to get me going.

“Hurry up!” she scolded.  “Breakfast is almost ready.”

“I don’t wanta go back to school, Ma,” I whined.

“Don’t be silly,” she said, pulling back the covers.  “Everybody’s going back.”  She lay out the clothes I’d be wearing on the bed for me.

“Nobody likes me,” I whimpered.  “All the kids hate me!”

“Nobody hates you,” she said, pushing me down the hall to the bathroom.

“They do so!” I said.  “And none of their parents like me either!”

“How do you know that?  Most of their parents don’t even know you.”

“Yeah, but the ones who do think I’m a jerk!”

“I’m sure they don’t,” my mother insisted.

“Not only that,” I protested, “the teachers don’t like me either!”

“Don’t be silly!” she said, pulling the bathroom door closed after ushering me inside.  “Now get washed, get dressed, and get downstairs for breakfast!”

It continued when I got to the table.  Dawdling over my cereal, I said, “I hate school, Ma!  The work is too hard.  I don’t even know what I’m doing half the time.”

“That’s just silly,” my mother said.  “You’re very clever.  You just have to stick to it and everything will be fine.”

Pushing my unfinished cereal bowl away, I said, “I think I’m gonna be sick.  I don’t feel very good!”  I held my stomach to punctuate my claim.

“You’re not sick!” she said.  “You’re just a little nervous about the first day back, that’s all.  Once you get there, everything will be fine.  You’ll see.”

“It won’t be fine!” I whined.  “Nothing’s gonna go right, I just know it!  Please, Ma!  I don’t wanta go back to school!”

“You have to go!” my mother declared, a touch of steel creeping into her voice now.  “Everybody else is going, and you have to go, too!”

Why?” I cried.  “Why do I hafta go?”

“You know why,” she said.  “You’re the principal!”

And so here I am.  It’s gonna be awful!