What Teachers Give
What Teachers Give
by Terry Heick
It’s better to give than to receive — that holds true for gift-giving and education. In fact, the act of giving isn’t just a matter of ultimately receiving more, or even an act of altruism and selflessness. It has more to do with seeing the big picture itself — a healthy, robust, functioning system of careful human performance — that becomes the goal.
It’s in this simple paradigm shift that we, as teachers, can find a new level of performance as professionals, contentment in our craft, and changed lives in the communities we serve.
So how might we focus on that service not as a characteristic of my job, but as the goal itself–the most macro product of all? For teachers, this would obviously be built around the idea of service-oriented teaching, where we gain strength and perspective from serving others. It would lead to “other growth,” including, on a broader level, the formation of a personal and professional ecology than can sustain us through the challenges of teaching.
What would this look like?
- Other teachers who need us, and who we need
- Parents who need us, and who we need
- Students who need us for something other than clarifying instructions, providing credit, and letter grades
- The community of our school, including grade levels above and below ours, that needs us for our performance, collaboration, and ideas, just as we need that community.
In a word, this looks like interdependence. So what can I give to begin?
They give themselves.
Teaching is martyrdom. So often, educators feel the need to give themselves up to be feasted upon until there’s nothing left. Giving yourself is a different kind of gift, though. Here, it means truly putting your self aside — your need to be the best, your insecurities, professional goals, need for affirmation, and so on — and instead give in to the act of teaching.
But more crucially, this giving of yourself implies that you give your whole self to the act of teaching — your creativity, affection, background knowledge, contacts, networks, dreams, hopes, and so on — in the whole merging of you and your work.
They give others the benefit of the doubt.
As a teacher, you’ll see a lot moving upstream and down — struggling readers that always seem to come from that school; that family that doesn’t seem to care; that co-worker who seems to challenge you at every chance; that administrator who always seems to find a way to poke holes in your teaching. That assessment. That law. That policy.
Never, ever stop questioning the things happening around you. Be a critical educator, and ask tough questions, and ring the bell when you’re concerned. Just do so from a position of positivity — give others the benefit of the doubt. Use positive presuppositions, such as: “We’ve always been strong supporters of literacy here, so I’m confused why. . . ”
They give themselves the opportunity to learn new things continuously.
Okay, perspective change to first-person: I’m going to give myself the gift of learning. As a teacher, it makes sense to learn endlessly, not just to model it for students, but to keep my own curiosity and tendency for play stirring and alive.
I may learn a new set of literacy strategies. Maybe it’ll be a variation on the Socratic Seminar, or I’ll mash Fish Bowls with Agree/Disagree. I may bring new education technology into my classroom, or reach for new learning models such as project-based learning, sync teaching, or self-directed learning. I may throw out my desk and go paperless, mobile, or completely back to basics.
But I’m never going to stop learning. That is my gift to myself.
They give students a chance.
Maybe that’s a chance to surprise themselves. I want to give the gift of inspiration. Who doesn’t? And what better way can we inspire than by designing learning experiences that let students do things they didn’t think they were capable of? My gift would be giving students opportunities to surprise themselves through their own skills, critical thinking, creativity, and deep understanding of important ideas.
They give parents authentic opportunity to get involved.
It’s tempting to complain about parents that aren’t involved in their child’s schooling. Who on earth wants to be involved in schooling? Learning is a different matter — that’s something with a foothold allowing parents to engage meaningfully. This isn’t grades and homework, but rather understanding and the need to understand.
You may or may not get anything more from parents, but at least you’ve given them more tempting access than they’ve ever had in the past.
They give others chances to create new measures of success.
Teaching — properly done and measured as we do today — is impossible. It can’t be done. You cannot bring every single child to proficiency in every single standard while, at the same time, meeting their needs as human beings and helping them both see and reach their full potential. If this is your goal, you’re only going to disappoint yourself endlessly until you either burn out or realize that you’re lying to yourself.
Teaching, though, with new metrics of success — well, that’s suddenly a whole lot easier.
They give themselves a break.
The preceding represents a lot of giving, and also a lot of complexity, interdependence, opportunity, work, and chances to fail. So above all, I’m going to give myself a break.
I will give all of myself. I will give the benefit of the doubt. I’ll learn new things, promote self-discovery, connect with communities, and establish new measures of success. And when things go wrong, I’ll have a short memory. I’ll give myself a break and push on, excited about what tomorrow might bring.
Image attribution flickr user denisekrebs and cloudboard; What Every Good Teacher Gives