My Beliefs About Learning
Author Simon Sinek has extensively written and spoken that true leaders must start with why, i.e., being explicit about our beliefs, motives, purpose, etc. to lead a successful organization. I think of this and Will Richardson's call to our MURSD community that we reflect upon what we believe how kids learn most deeply and powerfully. I have several beliefs that I hold deeply, and all of them have been confirmed at multiple points in my 28 years as an educator. So what do I believe?
Learning Is Messy. I was blessed to work for a kind and wise principal who told me this during my first two weeks as a young high school science teacher. He pushed me to always have my kids up and actually "doing" science, conducting laboratory investigations and hands-on activities as much as possible. As a first-year teacher grappling with classroom management, it wasn't always pretty. There was plenty of broken glassware and an occasional item on fire. But I quickly learned that my students were learning more from their inquiry- their own trial and error- than from me lecturing them and disseminating content. I found that the learning progression is almost never linear... there are ebbs and flows that ultimately lead to cognition.
Every Child in Every Classroom Needs a Caring Adult. If you think about a teacher that made a difference in your life, perhaps you will remember someone who inspired you because of the content he/she taught. But chances are you'll remember a teacher who was invested in not only your learning, but also your well-being. You'll remember a teacher who took the time who got to know you as a person and tailored his/her practices so you would be challenged and successful. Relationships are the key to success in our profession! End. Of. Story.
Enthusiasm Goes a Long Way. When I tell people that I was a chemistry teacher, the usual response is something like, "Good Lord! I couldn't stand that subject" or "I just barely got through it." I get it. Learning topics like stoichiometry or balancing reduction-oxidation reactions might not be everyone's cup of tea, but I tried to approach each day teaching chemistry with some gusto. Delivering instruction with energy and enthusiasm is one of the first building blocks in engaging students.
Students Should Pursue Their Passions. The strand that runs through novel reforms such as Genius Hour, Maker Education, Connected Learning, et. al. is that students pursue learning about topics that really spark their interest. Oftentimes their learning is project-based, where students can create new products that may or may not lead to clear answers to complex problems. This type of learning usually is fun and leads to a great deal of pride and investment by students. We should strive to provide these types of choices for students, however...
Kids Need Our Constant Encouragement. I think of students who don't quite know yet what their passions are (particularly our youngest learners). This is where a teacher who is enthusiastic about the content can shape a student's future passions. I understand the recent push to emphasize areas where there is a need for qualified workers (e.g., STEM related fields); however we should always promote the classic liberal education where students may explore all content areas. The arts should never be given the short shrift, as they lead to well-rounded adults.
Our Families and the Community Must Be Our Partners. Our students deserve a consistent message from the home and the classroom. When parents are engaged through active, two-way communication, they can understand our intent for their child's learning. In a similar fashion, we should strive to engage the community to help us in providing meaningful opportunities (e.g., volunteerism, internships, job shadowing, etc.) for student learning. Our relationship must be symbiotic: the community supports inclusive public education and we prepare future productive members of the community.
The Effect of a Great Teacher Is Immeasurable. In looking at traditional means of measuring student achievement (MCAS, AP scores, SAT, etc.), the aggregate of results is generally highly correlated with socioeconomic factors. However, I believe our neediest students - our students who come from disadvantaged homes, those with disabilities, those struggling with physical or social-emotional health issues, or our English learners- are the ones who need us the most! It has been my experience that a high quality teacher is often what makes all the difference in the world, and in several cases, is the best thing in the child's life!
So these are my core beliefs about learning... Am I on point? Or have I missed something? Do they align with your beliefs about learning? If so moved, feel free to comment below!
