Now, What I Want To Do as a Teacher

I spoke today with two incoming seniors about some topics that I felt hit the core of what it is I want to do as a teacher.

1. Teach like an economist, not like a teacher. Economists think about opportunity cost and would teach the lesson that makes best use of the given time, attention and other precious resources. But some teachers will teach a lesson just because they taught it before, or because its part of the curriculum, or because its on the test. I don't want to get trapped in the mindset of being a teacher like that.
2. Teach students the things they need to know to succeed anywhere and everywhere. Again, teaching to assessment criteria and curricula are essential. But how about teaching what they need to know to succeed in other classes too? How about prioritizing? Time management? Leadership? Critical thinking? Problem-solving? Aren't these the things we need to know to succeed throughout high school? And in college? In our careers? In any endeavor we undertake?
3. Know what each individual student wants to be, know, and do and then teach this to them. I know that I like math and that history teachers tend to like history. I also know that these subjects are meaningful to us because they not only pay the rent but also give our lives purpose. Does this apply to every teenager who walks into a classroom? Aren't there some students for whom sports, dancing, magic, painting, etc. give the purpose to their lives? Won't some of these same students also one day pay their rent from something related to their experiences as athletes, ballerinas, card sharks, and artists? Shouldn't we encourage "extracurriculars" as having meaning beyond an after-school activity? Isn't that last history assignment displacing some time that a student could have spent on developing their hobby into something greater and more meaningful? What comes first? What the student wants to know or what I want them to know?

Of course there is a balance to strike between what I want to do and what I have to do as a teacher. I'd never want a student to fail as a result of a selfish desire to teach them more of what I want them to know. Still, I'd rather try and fail at these goals for my teaching career than never consider their importance and limit myself to a narrower view. I couldn't work like that and I won't.

Why Do I Want to Be a Teacher?

Late last night I had an excellent conversation with a student who came at me with one of those questions that you usually provide a short tweet-like answer to: "So how did you decide to become a teacher?" Often I might answer this with a "Well, I never studied to become a teacher. I actually studied economics." Or a, "I just really enjoy it." If I were interviewing for a new teaching position, of course I would be asked the same question and provide an answer similar to the latter, "I really enjoy teaching and the challenge of working with interesting young people...".

Truthfully though I already know the answer here. I think I value certain qualities in my work, those being (in no particular order):

1. Creativity
2. Freedom
3. Challenge
4. Intrinsically Rewarding

On #1, as a kid I always pictured myself becoming a writer or film director even though I never devoted much time and practice to those pursuits. On #4, I remember in college having a moral dilemma with every career I considered (business/economics didn't seem to be helping the world enough, even medicine seemed like I would only be helping a few people and the good I did would depend on the good done by others).

With teaching however, I get to hit all of these core values right in the sweet spot:

• For #1 and #2, I have learned over the years how much creativity and freedom is involved in teaching and I think this would be very difficult to give up. Once you have a job that allow you to indulge your myths of being a lone wolf and visionary artist that it a tough addiction to break.
• For #3 and #4, obviously teaching teenagers to enjoy math, science, or any subject that isn't eating or chatting is a challenge is a great challenge, but where this job gets truly rewarding is when you get to learn who your students are, what they want to be and can help advise them on how to get there.

If I have students who share my values and get to find studies and work that connect them with those values then I'm excited at that possibility. But the greatest thing will be if they are able to realize their own persona values and discover a path to transforming those values into decisions that affect the rest of their lives.

How Was I As a Student?

Most public schools in the NYC-area closed yesterday or this morning. The private schools have been on vacation since the beginning of the month. Summer break is here.

The start of next year seems so far away, that I'm going to shift gears for a while and work less on plans and schemes and do more reflections. I have gotten a good education out of this past year and learned and developed a lot.

The challenge is to take the next few weeks and look back on what I've learned and get meta-cognitive about it.

Lately I've been thinking about how difficult it is to get students to match my expectations for them. I often find myself daydreaming back to when I was a student and wondering about how it was that my teachers, parents and role models taught me the standards that I've internalized. I have seen videotape of my teaching before and received feedback on my work as a teacher, but I'll never be able to see what I was like as a student. That's what I'd really want. To be able to see how I was taught, and how my peers were taught, and how we responded.

Until I have this information, or a real close proxy for it, I will be missing a great opportunity to get much better in preparation for next year.

Grading Regents

I had my first experience grading state regents exams today. It felt like a terrific rite of passage, like jury duty. Only I was disappointed to see firsthand what Diane Ravitch described in The Death and Life of the Great American Education System, including how a student can receive a passing grade for scoring about 1/3 of the possible points.