The Secondary School Teacher
Teacher’s Statement: “Your concept of college readiness at an early age is noble, but it doesn’t exactly fit with us at high school. If we hold a student’s hand and help them too much, they’ll never be successful in college.”
My Response: “Are you kidding me? If you don’t help these kids along the way, they’ll never make it to college in the first place. Besides, nobody is asking for you to hold their hand, I’m asking you to teach me. There is a big difference between a teacher holding your hand throughout the class, and a teacher sharing ideas of how you might learn the content better. Such as:
“Lets go to the library and I’ll work with you on how to organize some notes through graphic organizers that will help you study.”
“Here are some resources that will support your growth over the next semester.”
“Your assessment data shows where you are struggling and here are a few strategies you can use to get better.”
The best secondary school teachers are the ones that truly get this. The worst ones are those who act as if their students are already in college and they themselves are college professors. Lecturing content and grading a test does not make you a teacher. Supporting gains for students so that they learn what is needed for college does.
The Upper Grade Teacher:
Teacher’s Statement: “Damen, I’m glad that you let the primary teachers know how important it is for kids to learn how to read at an early age. This is crucial because when they get to me in fourth grade we “read to learn” and they won’t get any of that individual or small group reading time with me.”
My Response: “Please tell me where it states that by the time a student enters 4th, 5th, or 6th grade that they must be exposed to whole group instruction 100% of the time? This kind of thinking is ridiculous. To suggest that you can meet the literacy needs of your students in such a way leads me to believe that either all of your kids are at grade level when they enter your classroom, or that you are sorely misguided. Please understand this: Small group instruction does not end in second or third grade. It must continue throughout a students K-8 career. To abandon small group instruction kills the momentum that was created by primary teachers. In short, regardless of your grade level, if you are not working with your students using methods other than whole group instruction, then you are not doing your job.
For the past five years, I have been preaching a message of No Excuses to educators across the country. For the most part, I have been blessed with welcome receptions and high praise for a presentation that many claim, “needs to be shared with everyone.” Even still, I get several responses from teachers at all levels that never fail to shock and even frustrate me as a professional. Take a look at a few actual statements from teachers accompanied by my very candid responses.
The Primary Grade Teacher:
Teacher’s Statement: “Damen, our job in the primary grades is to teach kids the love of learning. If we do that right, then everything will fall into place.”
My Response: “Bull! Your job is to teach kids how to read. You have 900 hours in a 180 day school year. All of the research suggests that nearly 90% of a child’s brain development takes place during the first five years of life. This means that we are already behind in our influence by the time a student gets to kindergarten. Make learning fun and enjoyable? Of course! Imply that your job is simply to create a love of learning with no academic accountability .… absolutely not!
My favorite musician is Brad Paisley. Over the course of that last several years, my wife and I have yet to miss a concert from this country music genius. While we both love the creativity of his songs, we are also entertained by his personality, sense of humor, and grounded attitude when it comes to his family. His story on the road to, what will certainly be, legendary status began at the age of twelve as he started playing gigs in venues close to his West Virginia home. Almost immediately, attendees at his performances began to throw compliments at the young singer in a way that would make any parent proud. I however am not nearly as impressed by his early rise to fame as I am at his reflection about what made the difference on the road to super-stardom. In the August 2009 edition of Spirit Magazine Brad said:
“ Looking back … I don’t think I was great. But if you tell a 12-year-old something enough, he’ll believe you. Kids will believe anything. And believing something is the first step toward achieving it.”
I think this translates nicely to our work with kids. What will you tell your students today?
I am a father of four wonderful kids, one of which is my six year old daughter Olivia. After attending a keynote speech of mine at a recent conference, my daughter sat in the front row of a packed room. My reception of periodic laughter and applause from the audience prompted several thoughts from little Olivia about my speech. Shortly after, she pulled me aside in a quiet corner with a desire to ask me a few questions. With all sincerity she looked me in my eyes and said, “Daddy, are you famous?” Wanting to draw out the conversation a bit longer, I replied, “What does famous mean to you?” She said, “It’s when people like you a lot.” I dug further and asked, “What do you think?” After thinking about it for several seconds she said in a matter-of-fact way, “ I think you’re just my daddy.” To which I replied, “Then that’s really all the fame I need isn’t it?” We both shook our heads in agreement.
Is there anything better than having the love of a child? As a parent and a teacher, that kind of love, genuine love, is never given … it’s earned. Many of the students in your classrooms today view their parents the same way that Olivia sees me. However, many more do not have such relationships so guess where they tend to gravitate? That’s right … YOU! Like it or not, this is a reality for nearly every classroom teacher in America. Take it seriously, embrace it, and model the behavior of a caring adult that is worthy of such fame.
Today, teachers across America are spending hours assessing their students in an effort to determine a baseline for their reading, writing, and math proficiency. After these initial assessments take place, periodic assessments will surely follow in the coming weeks and months and continue throughout the year. As a teacher, I remember this practice all too well. It was both my favorite time of the year, yet the most labor intensive as well. As dedicated as I was to the idea of assessment, I have to be honest when I share that, for many years, I was missing the point.
As I engaged in continuous assessment, I would often view a student’s score as a reflection of their own ability to learn a specific component of the subject matter. When students did well, I assumed that they benefited from my teaching. When they failed, I assumed that they may simply lack the knack for this given area of the curriculum. Boy was I wrong!
When teachers look at their student’s scores, they should do so with a clear understanding that it is a direct reflection on their own teaching. Whether a letter grade, percentage, number score, or rubric mark, a teacher should be quick to reflect on their own teaching and slow to judge a student’s ability. Over the years, I found greater understanding of this lesson and made the kind of improvements that focused on how I could influence every individual student’s learning rather than judge their own ability. As a new teacher, I wish someone would have made it clearer to me so that my earlier students might have benefited from a more positive teaching style.
As you begin your year, remember: A grade is not just acquired by the student, it is actually earned by the teacher as well. Be an A+ teacher this year!
This week, Raven Hill of Texas School Business Magazine wrote an outstanding article about the importance of promoting college readiness at an early age. As part of her story, she featured the work taking place on two of our sixty-one No Excuses University campuses across the country. Principals Haidi Appel (Bond Elementary, El Paso Texas) and Doug Curry (San Jacinto Elementary, Amarillo Texas) exemplify No Excuses leadership as they passionately guide their very talented staffs. You can read this article online by visiting the following link.
College is Elementary, My Dear
The other day while working with a school, a teacher shared their frustration for the lack of support that parents often give to our most challenged students. She exclaimed, “I’m willing to work hard to support my students, but the parents have to send them to school with at least the basics!” I thought about this for several days after her comments and came to the conclusion that she was incredibly misguided in her assessment.
When it comes to students of poverty, the likelihood of them entering school with the same basic skills that middle class students exhibit is distant at best. And, quite frankly, we should be OK with that. You see, our job is not to teach kids that which they already know. It’s to teach them what they don’t know! The whole concept of a “teacher” is focused around someone who is specially trained to find educational success where others cannot. This is what makes us different from someone without a teaching credential. When we get into the habit of making excuses and saying “We’ll find success if .…” then we dilute our purpose and diminish our influence. Don’t fall into this trap. Instead, embrace this very special role as someone who is, and should be, an expert in finding academic success in spite of such challenges.