I still wave at the dots on the shore (Porcupine Tree)

Photo by Daniel Cheung on Unsplash

Recently, in an authoritative voice, an educator said to a group of other educators: it's always the teacher's fault!

Naturally, he was challenged on this statement, but he held firm.

His point, I think, was that teachers are the adult in the room and their emotional intelligence and management of situations should be at a sufficient enough level to teach and guide and handle students' learning and behavioural needs. Even when they are at their most challenging. Full stop.

Therefore, for him, it was a simple equation: it's not badly behaved students causing problems, it's teacher failure to 'deal' with students.

Interesting.

Got me thinking.

Then I saw this article: kids don't fail, schools fail kids.

Three things were going for the article: the title, the source (edsurge) and the subject matter (Sir Ken Robinson's views).

According to Sir Ken: every student deserves to be treated like the miracle that they are—with personalized, individualized education that addresses that “world within.”

Trust Sir Ken!

We could be lifted from the shadows, lifted (Lighthouse Family)

I bookmark alotta stuff! 

Generally, from to time I dip into my bookmarks to get some inspiration for posts. Invariably, I go to the end and think about the last thing I bookmarked.

In this case it was a list of '20 signs you're actually making a difference as a teacher'.

So how many will I get? And you?

1. Your students are asking questions, not just giving answers. TICK! My students ask me a billion questions, every day!

2. You have used your authoritative role for inspiration, not intimidation. TICK! My intimidation days are long gone.

3. You have listened as often as you have lectured. Another lesson in authority. Hey - this is going well...TICK! I'm a good listener.

4. Your shy students start participating more often without being prompted. TICK again. The climate in my school helps here as well. Credit where it's due!

5. A student you’ve encouraged creates something new with her talents. This is getting slightly embarrassing...TICK.

6. You’ve been told by a student that, because of something you showed them, they enjoy learning outside of class. Okay - back to Planet Earth now - no, I can't think of an instance of this.

7. You’ve made your students laugh. Hahahaha - all the time! TICK!

8. You’ve tried new things. Yes, TICK!

9. You’ve improvised. See 7! TICK!

10. Your student asks you for a letter of reference. Yes - too many of them! TICK!

11. You have taken a personal interest in your students. Inevitable that you warm to some students more than others. Some students make this easy, others don't care. A few don't want it (that's fleek). TICK!

12. You’ve let your passions show through in your lessons. Ha - see 7 again, TICK!

13. You’ve made students understand the personal relevance of what they’re learning. Yes - every lesson has this as an aim. TICK!

14. You have cared–and shown that you cared. Big TICK!

15. You have helped a student choose a career. Much more so when I taught media studies. Hasn't happened at my current school. So...a small half tick.

16. One of your students becomes an educator. Same answer as 15. Another small half tick.

17. A parent approaches you with kind words. Phew, Yes - big TICK! Back on track.

18. Your students visit you when they don’t have to. Yes - in person this year (first time while I've been at Woodford House) and on Facebook (students from other schools). TICK!

19. You can be a mentor when you need to be. TICK!

20. You practice strength and patience. Every day! Huge TICK! 

Hey - that's pretty good! 18 ticks out of 20. Nice!!

How did you do?

Take my hand, take my whole life too (Elvis)

While I was writing the previous post and looking for some substantive research on whether teacher evaluations had any significant impact on student achievement I came across a great statement by John Hattie:

On the other side of this equation [the effects of the best rated teachers], having poor teachers can be devastating. The effects of poor teacher quality tend to persist for years after a student has had such a teacher.

These are the mediocre teachers that Todd Whitaker talks about in his work.

While the superstar teachers have high expectations of their students, create high self-esteem, and will be fine no matter what, the mediocre do untold damage by having low expectations and teach in a uniformly boring way to the whole class.

Why don’t we let the superstars and backbones get on with it and limit the damage of the poor teachers by concentrating on them? If the mediocre teachers can’t or won’t adapt then let’s get rid of them.

Believe me I know that’s easier said than done. I have been involved in competency meetings/decisions in NZ, England and here in the UAE. None were fun but all were a case of needs must.


Gervase Phinn includes this poem in one of his books:

Remember me?

"Do you remember me?" asked the young man.
The old man at the bus stop,
Shabby, standing in the sun, alone,
Looked 'round.
He stared for a moment screwing up his eyes,
Then shook his head.
"No, I don't remember you."
"You used to teach me, " said the young man.
"I've taught so many," said the old man, sighing.
"I forget."
"I was the boy you said was useless,
Good for nothing, a waste of space.
Who always left your classroom crying,
And dreaded every lesson that you taught."
The old man shook his head and turned away.
"No, I don't remember you, " he murmured.
"Well I remember you," the young man said.

You must be some kind of superstar (Jamelia)

I started my formal observations of the Arabic teachers today. Given that they teach in Arabic this is tricky. There is only so much my translator can give me while I am filling in 18 boxes of criteria. Each with 6 areas of rubric to consider. Sheesh.

I like Al Burr's differentiation of teachers into three groups:

Superstars, Backbones and Mediocres

I discussed this will Mohamed today and he could easily place his teaching staff into one of these three categories.

Superstars (the cream - the top 5 - 10%) - we have 4 or 5.
Backbones (the middle 80 - 90%) - we have 21 in this category.
Mediocres (the foot draggers, the gripers) - we don't have any. Amazing but true. We had some last year but they have moved on.

Mohamed and I also discussed what makes an effective teacher.

This is his answer:

He (we are in a boys' school and all the teachers are male):

• is well prepared;
• uses modern teaching techniques;
• has clear learning objectives for each class;
• ensures success criteria are met;
• is student centred in his approach;
• differentiates to include different learning abilities and styles;
• reinforces good students;
• motivates lower achievers;
• uses co-operative learning techniques, group work;
• reflects on what the students are doing;
• explores his own learning to improve his practice.

Wow - this is a great list.

I then asked him how many of his staff would match this list and he named his four superstar teachers (I would include one other but that's by the by).

The following article is worth reading on what makes a great teacher.

http://www.theatlantic.com/magazine/archive/2010/01/what-makes-a-great-teacher/7841/