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I can’t teach properly
40 CommentsI’m growing increasingly frustrated in the teaching profession. I can’t teach the way that I want to, and I find it extraordinarily difficult to teach in the ‘traditional’ manner which is assumed and seemingly expected by all around me. This means I fall between two stools of conceptions of teaching. Allow me to elaborate and explain… :s
1. I can’t teach properly because I can’t educate students in a way that agrees with my pedagogical stance.
I want to teach students in a way that inspires and motivates them, in a way where they collaborate and discover links between ’subjects’ and their own instincts and interests are rewarded. I want to use technology unhindered so that they can represent their thinking in a way my students want to, not necessarily in a ways with which I feel comfortable.
The problem is that a lot of this depends on trusting students and teachers. And this is something that school administrators just don’t do. At the end of the day, teachers respond to being monitored by ‘going through the motions’ and students respond by rebelling in whatever way they can.
2. I can’t teach properly because I can’t bring myself to fit in the ‘traditional teacher’ pigeon-hole.
The role of a traditional teacher is basically one of learning administrator. Standardization, not creativity, is the key. So long as books look neat and are filled with ‘information’ and students do reasonably well on tests, everything is OK. Even if the students basically take the answers for the test to memorize the week before the test. And even if reports contain National Curriculum levels that are basically made-up.
It’s also pretty much impossible to keep up with the amount of marking one needs to undertake for traditional book-work. I have 10 History classes, so that’s around 300 students. If I spent 5 minutes, as I would have to in order to do a good job, on their books, that would be 300 x 5 = 1500 minutes (25 hours) per week. Even 1 minute on each book would be 5 hours. And then there’s planning lessons and all the rest of the administration of teaching… :o
The reason that teachers don’t rebel against the whole system is because they don’t have time. Teachers, instead of being learning facilitators, are standardization enforcers, something that is anaethema to me. Right at this moment in time, I can see why so many teachers leave teaching before completing 5 years of service. Apparently there’s more qualified teachers in the UK not teaching than there are qualified teachers in schools!
So what needs to change? We need to think about learning outcomes, what’s important in the 21st century, and what schools are currently actually educating students for. I’ve read a couple of things that have informed my thinking this week. The first was John Taylor Gatto’s speech from 1990 when accepting his New York City Teacher of the Year award, in which he said:
Now here is a curious idea to ponder. Senator Ted Kennedy’s office released a paper not too long ago that prior to compulsory education the state literacy rate was ninety-eight percent, and after it the figure never exceeded ninety-one percent, where it stands in 1990.
And the same is true across Western education. Yes, test results may differ, but they’re subject to manipulation and political spin. What’s really being taught is conformity and obeying authority. And even that’s not being done very well. Those that do well at school are the ones that keep their heads down and unquestioningly do what teachers tell them to do. Not – as surely must be desirable – those who ask questions, raise problems, and become engrossed in particular issues.
The second thing I’ve come across this week is an article in the Guardian that reports on Professor John White’s call for the government should offer financial incentives to schools who develop imaginative ways of teaching and learning. He says something that is fairly close to my thinking at the moment:
There is no reason why the best curriculum units should always be traditional academic subjects… The idea that a good schooling revolves around traditional subjects has been around for some three hundred years and may now be due for retirement.
My Head of Department asked me today when I showed him something new today how much History was involved in it. And, although he said it half in jest, he had a point. But aren’t we educating the whole person? Why are we clinging to outdated policies and procedures? Just why does it take the education system so long to change when huge multi-national companies can effect changes so quickly?
So I’m feeling a bit disillusioned at the moment, unfortunately. I’m in one of the best schools in the state system and I’m still frustrated. Does anyone know of a school where I can teach students properly please?
Published on February 27, 2007 · Filed under: Uncategorized;
40 Responses to “I can’t teach properly”
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Part of me sympathizes with you, part of me disagrees.
Let's assume that one day your students graduate and get a job. That means bosses, supervisors, etc. Doesn't it stand to reason that they will be monitored one day too?
I worry that we aren't romanticizing the nature of the workforce to some degree.
Now naturally, some will go on to be entrepreneurs, self-employed, or rock stars, but nonetheless there is always some sort of accountability, even if purely social that might temper that freedom a bit.
You might be doing them a favor by showing them how to maintain a passionate spirit while still operating within the mandated framework. I am not positing to agree with the politics of high stakes testing, et al, but it certainly stands to reason that we need to learn to function within the system, while still pushing for change. -
What a heartfelt post, Doug. I wish I had an answer for you, but I have no idea how most teachers put up with the constraints at all. I know I couldn't.
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Elona said on February 28th, 2007 at 11:26 am
Doug, I choose to teach at risk-kids and kids who are learning disabled because I can do it my way more often than not. The traditional way of teaching hasn't worked for these kids , so I am free to do it differently. I can march to a different drummer- my own. Granted in subjects like math I have certain content to cover, but how I do it is up to me. My classes are much smaller- never more than 15 and I can actually spend time with the kids and not paper work, although there is a fair bit of paper work like IEP's. What's great about the at-risk kids is that they are smart, and you can do all kinds of wonderful things.
When I first started teaching at-risk kids, my department head told me to make my classes as different as possible from the regular classes because the kids failed in the regular classroom so when I plan lessons I ask myself how can we have fun doing this. I have to have fun, too.
Working with these at-risk kids is a challenge because of some of the attitude and behaviour the kids have I spend a lot of time developing a relationship with my difficult kids and then they don't give me attitude. The relationship is based on respect. I respect them first, and then they gradually respect me It's just opposite to what you would think. I used to think that they ought to show respect to me first, and then I would show them respect. This isn't how it works with these kids. I show them respect first and then when they are doing an inappropriate thing I go over to them quietly and say "Look, you're disrespecting me by doing a, b or c. I don't disrespect you so it's not fair that you disrespect me. I usually get an immediate apology and better behaviour. I rarely have problems even with kids who have the worst reputations because of my different approach. Kids want different too.
Maybe you can look around and see where you could teach that gives you the freedom to do what you want. There must be alternatives. -
Thanks for your comments, Chris, Karyn and Elona:
@Chris: I know I made a reference to companies at the end of my post, but I see education and business as completely different things. Just because students are going to end up working for/within businesses does not mean that this should dicatate how schools are run. Schools have a twin responsibility to both reflect society and help shape it for the better. The problem is that the only feedback loop available in terms of shaping society comes through politicians who propose anti-racism education, etc. Whilst that's all well and good, there's nothing similar in terms of teaching students in new ways so that they become interested and motivated in learning for the rest of their lives. We are not in the business (as far as I'm concerned) of solely preparing students for the world of work. :)
@Elona: I have huge respect for what you do, Elona. My father is also talented at dealing with difficult-to-teach youngsters. I've tried that and unfortunately it's not where my talents lie. I'd like the freedom to teach mainstream kids in new ways. Unfortunately it would seem that the only ones allowed to be taught in such ways to the fullest extent are those who have 'failed' in the current overly-traditional system. :(
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Sarah S. said on February 28th, 2007 at 2:00 pm
Thank you, thank you, thank you!
I, too, am a history teacher struggling to understand why I "must" do things the way they've always been done. Not only do I not have time to rebel, but thanks to high-stakes testing, I just can't. Graduation is on the line for my students, and if they don't pass The Test, ultimately, I'm the one held (warning: least favorite buzzword coming up) accountable. I feel stuck between what the state says is right for my students and what I know is right for them. I'd give up and find another profession if it weren't for the fact that I adore my students and want to help them the very best I can.
Thank you for articulating so eloquently the things I've been trying to say for so long! -
I can’t teach properly…
I can’t teach properly: “The role of a traditional teacher is basically one of learning administrator. Standardization, not creativity, is the key. So long as books look neat and are filled with ‘information’ and students do reasonably well on te…
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I can’t teach properly…
I’m growing increasingly frustrated in the teaching profession. I can’t teach the way that I want to, and I find it extraordinarily difficult to teach in the ‘traditional’ manner which is assumed and seemingly expected by all around me. This……
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Christopher Bauer’s Weblog » Blog Archive » A very interesting post said on February 28th, 2007 at 8:47 pm
[...] This comes through my bloglines. [...]
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[...] are similar conversations going on here and [...]
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lv2teachmyown said on March 1st, 2007 at 6:58 am
One of the best reasons I've found to homeschool is that my kids are not taught what to learn, but how to learn. They have the freedom to learn what is useful to them and aren't just memorizing to pass a test. I went to public school and I can't imagine how tough it is for teachers to instill 30 students with what some else has dictated is useful information for them, only to have it forgotten after a test has been scored.
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Dan Sutch said on March 1st, 2007 at 9:14 am
Great post Doug – and something that I hope will be someway answered by the 'teachers as innovators' programme at Futurelab. To play Devil's advocate though – how would you propose to keep track/monitor/offer long-term systematic support of students who are doing really varied things in all of their different classes?
If all teachers were organising learning experiences based upon what they thought best, rather than on the national curriculum etc – how could you (a) ensure that all students received their entitlement of experiences and (b) were given a long term framework in which to develop? -
Dan Sutch said on March 1st, 2007 at 9:15 am
!! Apologie, evidently 'a' and 'b' in brackets turn out to be smilies!! Actually, I think those icons may be of more use in determining the answers here!
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I have no idea if it would help or hinder, but have you read "Teaching as a Subversive Activity" by Neil Postman? I found it inspiring, but then I'm not up against it in the same way…
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@Dan: I'm certainly not advocating an unstructured free-for-all. The problem is that there's no real discussion about how schools should be structured. Even the QCA 'Big Picture' I should imagine is being done either minimally or dicatatorially in most schools. Which is a shame, as it could provide some welcome restructuring.
@Karyn: Teaching as a Subversive Activity is one of my favourite books. I read it whilst I was doing my PGCE! In fact I've blogged about it here… :)
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Dan Sutch said on March 1st, 2007 at 2:22 pm
I knew you wouldn't be after free-for-all, but perhaps this is a good place to ask what alternative ways there are for organising learning (over short, medium and longer terms)
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Ah yes, I remember readingthat post, now – in fact it might even have been thatpost that motivated me to buy the book in the first place! Takl about circularity!
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@Dan: That's a whole other (series of) post(s)! Let me think about that one for a while… ;-)
@Karyn: Well if you come across any other books that inspire you, please share them with me!
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[...] a recent post , I can’t teach properly, Doug shares his frustrations about being a teacher I’m growing [...]
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Well, there's always "The Design of Everyday Things" (previously titled "The Psychology of Everyday Things) by Donald Norman and "Cluetrain Manifesto" by Christopher Locke et al. Neither of these at first glance has anything to do with teaching or learning. The first has to do with usability and design, the second to do with markets. However, lessons are designed, so the first has relevance, and the way markets relate to one another has impact on and is due to the way people interact with one another, which is true of teaching and learning.
However, I've saved the best for last: namely "The Experience Designer" by Brian Alger, which deals with "learning, networks and the cybersphere". -
Hi Doug,
I wanted to reply the moment I read this, but I've held off until I had time to think about it properly and do it justice.
Firstly (and I know this doesn't directly relate to your specific concern at the moment), I would like to take a second to big you up! You are the most inspirational teacher that I've had the pleasure to meet and read. Over half the stuff I'm doing in my classroom and outside it has come from something you've either created yourself or you've blogged about. You're so cutting edge that those of us regarded by people in our schools are cutting edge sometimes struggle to see you for dust!
But that's got to be hard, especially for someone who is as much of an idealist and I think you are! Last night (during another bout of insomnia) when I was thinking what I'd put in my reply I remembered your parallel between the American West and teaching. In fact, to read up more about it, I've just had a nose around in your pupils blogs (and I can count on no hands the number of other teachers I can say that about!) While I'm not convinced the analogy holds (especially not with pupils as Native Americans) the reason I was thinking of it is that for anyone pushing the boundaries as much as you do and want to, the experience is going to be a frustrating and lonely one. But we do it because the rewards are huge. Just ask your pupils.
In terms of your specific question I think change is coming. Needless so say the much heralded changes of the next few years are already out of date, but a growing number of schools are going the way of mine and offering a skills based curriculum in year 7 and hopefully beyond. I believe this may be a tipping point. I've been looking online for a quote from a head I read a few months ago saying the only problem with the new skills focussed curriculum was it quickly showed up examinations system as not being fit for purpose. Instead I found this article which reminded me of the RSA Opening Minds project . In fact I'm off to a conference soon, hearing from other schools who are running similar projects. I think before long there will be a critical mass of teachers and schools wanting and needing to move away from the NC model to something where learning is decoupled to a greater extent from subjects.
I can't promise you the revolution I know you want, but I think I can show you that you're not alone in this wish and that this time, the education system might be slowly catching up with you. And if your school isn't, then it'll soon find itself lagging behind the pace.
There's an open invitation to you down here. Next time you're in Swansea, come and have a look at a SMART lesson :0)
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EduPodcast » Blog Archive » La scuola e la voglia (spesso frustrata) di sperimentare said on March 2nd, 2007 at 10:52 pm
[...] è sempre più frustrante, non si riesce mai a sperimentare” [Doug Belshaw, “I can’t teach properly”, teaching.mrbelshaw.co.uk, 28 febbraio [...]
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oldandrew said on March 4th, 2007 at 7:58 am
I think you should consider the possiblilty that the reason your school is "one of the best schools in the state system" is because they expect you to be a teacher and not a "learning facilitator".
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Jack said on March 4th, 2007 at 10:28 am
Hi you might like to check out the ideas at http://australianfamilyinternet.org/ecujweb/reflective_practice/index.html
Jack -
Doug Hi,
I guess that your frustration is understandable, it's one we all suffer from – I found this video on youtube today – take a look you will see that changing the way schools work may be possible http://www.youtube.com/watch?v=Clg2vVMvTdc – you will see that the frustration is one we ALL feel as we believe that we know where we should go. -
@oldandrew: the reason why the school I'm currently at gets 80% is a combination of (in order of importance):
1. Having an intake which comprises mainly comfortably middle-class kids.
2. Making sure pretty much everything from Year 9 upwards contributes towards KS4 point scores.
3. Attracting more committed teachers due to spiral of success.
Having parents who want the best for their children and who understand that learning happens outside schools as well means that their offspring do well in tests which measure 20th century skills. What I'm arguing is that we measure 21st century skills, which would mean that perhaps my school may suffer a dip in 'performanc'e. And that's something that the Head would never let happen.
@Jack & Paul: thanks for the links – I'll check them out! :)
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I taught in a rural, Kentucky high school for ten years. We have our own version of high stakes testing here and it is the tail that wags the dog. What any high stakes testing does is put you into the position of translator. You must convert the test's objectives into what are considered to be best practices in learning. That puts another layer on your work. In my case in order to live with my own educational credo I had to develop two tracks–a learning track and a testing track. Sometimes they ran together, sometimes they didn't. My job was to keep the admin-types from knowing that was what I was doing and to keep the trains from crashing into each other.
I don't know if I succeeded, but I do know that the job was way harder than it had to be. I have very mixed feelings about the test. Frankly, some of my students were better off having their teachers forced to attend to something. Bad teachers, folks, very bad indeed. I think that in the final count, the systems are so corrupt and wasteful that what I did really counted for a tiny blip in the end. Because the systems are so rigid, I suspect that given one good hard shove ($5 a gallon gas, perhaps) the whole deal will fall down. Plan B? Well…
Solution? Keep on, don't kid yourself, but keep on. Always have a plan b, serve the learning needs of your students first, and let the chips fall where they will. I might also suggest a concerted search for Plans C through Z. Good luck. I don't think the truth is out there, but rather we are the truth as we practice it. We make the road by walking it. Get walking, my peripatetic weblogging friend. -
Allanah said on March 7th, 2007 at 9:32 am
I wish I had time to read more of your blog. Maybe next term when I might have a little more time.
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mark said on March 15th, 2007 at 1:39 am
I really love what you've written there Doug – that really cuts to the quick
I've not seen business able to change in the way you say. Yes, there are new companies able to to innovate, but the vast majority of us work the cliche. -
[...] I can’t teach properly at teaching.mrbelshaw.co.uk Annotated [...]
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scuola » Blog Archive » La scuola e la voglia (spesso frustrata) di sperimentare said on April 24th, 2007 at 10:01 am
[...] è sempre più frustrante, non si riesce mai a sperimentare” [Doug Belshaw, “I can’t teach properly”, teaching.mrbelshaw.co.uk, 28 febbraio [...]
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I’m an English major with worries about teaching the kind of literature I want, in the classroom. With programs like No Child Left Behind, in America, there’s no room to instruct outside the grammar and reading limitations.
I’m taking a Prose class right now and we’re discussing the subject of “Canons” in literature. Should there be a “black” canon to go along with an already established “white” canon? Well, the real question is: Even if there is a “black” canon for literature, does a teacher have time to teach it? It’s not like it’s going to be on a standardized test, is it? Greats like Morrison, Angelou, DuBois, and Baldwin will be skipped over to make room for non marginal lesson.
This is only an English student’s perspective, this isn’t including other fields that are getting watered down for students, like History and most Sciences. If a grade school teacher wants to be creative, it seems as if they have their work cut out for them. Good luck with teaching properly.
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Yep, Charish. Unfortunately it’s ‘teach to the test’ because that’s what drives ’standards’. In other words, that’s how to generate statistics that make politicians look good.
It’s time to divorce education from the state much like church and state…
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