The glorious admission of bad teaching
February 19, 2013 Leave a comment
Elsewhere on this blog I have admitted my fandom of Bianca Hewes, prolific PBL blogger and English teacher in SW Australia.
Yesterday, though, she outdid her usual literate self by describing her despair over having approached her job badly, deluding herself into thinking she was doing stellar work when in retrospect she evaluated her performance as just mediocre. Clearly Bianca brings great gifts to her students on her worst days, but this blog post goes significantly beyond her usual descriptions of best practices and explores how a teacher perceives his/her own practice.
What is the most professional and productive response to one’s realization that the experience you just required 30 or more young people to have was a first-class waste of time? We all recognize there are a number of choices, but which one leads to change so that we avoid repeating our own mediocrity? Here are a few I recall from my own teaching days:
- I blame the curriculum. “If this stuff were just more interesting it would engage the students more. I’m doing my best with the drudge I’m given to teach.” I taught science, so no excuse there.
- I blame the kids. “If they could perceive the importance of this material, if they were mature enough, if their hormones would cooperate, if they knew how much I cared, if they’d had their breakfast, if they had learned what they should have last year (with that other teacher, of course).”
- I blame the technology. OK, I concede this one. Current education funding and the limits on instructional material spending create technology nightmares. How does a teacher use Edmodo instructionally when the lab is antiquated, there are no devices in kids’ hands, ad nauseum. On the other hand, was it my failure to plan for inevitable tech challenges? Was I realistic and informed?
- I blame myself. “I suck.” From here one can take a few different paths. Because the bell does ring and the road leads away from campus, it is tempting to leave one’s failure at school and spend free time investigating retirement options or investing in the hobby. Another path involves adding new tools to one’s repertoire, new arrows to the quiver, then energizing and blazing a new personal path to making it right for students.
When failure visits, whether due to habit or the day’s circumstance, “I suck” can represent an opportunity to change tools, to pull a different arrow and shoot at a new target. Bianca’s post is a glittering example of a remorseful, healthy professional taking a fresh look after letting failure go public and stinky.
[Addendum: True to form and as predicted, Bianca self-diagnosed today and pulled a fresh arrow from her quiver, describing it in today’s post.]