Whenever I think of a teacher, I also think of a scholar. It has always been apparent to me that if one is to be an effective teacher, one must continually learn. Of course that is not always a path that individuals are able follow as a straight line. Often things, or situations get in the way over the course of a lifetime and many stray from that path for the sake of time, money, or most often family. I attended a retirement party recently for some retiring colleagues, and I engaged in several conversations with a number of teachers who were attending the party about various education topics. I was most surprised on the lack of depth of knowledge on the part of most of these teachers about topics they should at least have had at the very least an opinion.
I brought up topics like authentic learning; project based learning, the flipped classroom, and connected educators. Most of the teachers I spoke to, young and old had little idea about what I was asking. More often than not, they would offer reasons why they were not up to speed on these topics: No time, small kids at home, another job, not techy enough to follow stuff on the internet, or just a lack of interest, were all excuses that surfaced in these conversations. These were the reasons these educators were not in on the many conversations taking place with “connected educators”.
I clearly understand that teachers are under attack, both locally and nationally. I clearly understand that morale for educators is at a low point that has never been experienced before. I clearly understand what a pain in the ass it is to try to defend ourselves as educators to anyone who has bought into the mindless and baseless sound bites put out by mindless and baseless attackers. I am under no illusions that education is under attack by large numbers of people. That is why I find it so unbelievable to come across educators, so willingly abandoning any position of defense for education through learning or more precisely, not learning.
As educators, we strive to create life-long learners in our students. Many schools make mention of life-long learning in their mission statements. But why, I ask, does it only apply to students? As teachers, should we not be scholars? Should we not continue to learn in order to maintain relevance as a teacher? Do we not have a responsibility, or more, an obligation, to offer our students the most up-to-date education, adhering to the most up-to-date methodology based on the most up-to-date pedagogy? Should we not base our lessons on the most up-to-date information and employ the most up-to-date methods of acquiring, analyzing, understanding, creating, and communicating this information? Educators did not secure a diploma or a teaching license with all of this etched and updating in their brains. This stuff evolves almost daily. Most educators are not evolving at the same rate. Staying relevant is not a passive endeavor. It takes work, time, and effort.
As educators we must be learners first. If we are to be better educators, we must first be better learners. We may not always have a choice in what we learn. After so long not being involved with learning, many educators do not know how much they do not know. How can they make decisions on what they need to learn, if they are unaware of the existence of many of the things they need to know? If teachers are reluctant to leave their comfort zones, why will they choose to do so, even if leaving that comfort zone would make them better for it? Yes, educators should help decide what they need to learn and take ownership of their learning when possible. There will be times however, when this is not possible. It is also incumbent on districts to make all of this learning or Professional Development a priority. We need educators to be learned people, and that does not end at any point. It is a continuing process and Professional Development must reflect that. It can’t happen once a year in a workshop with a lunch break and discussion to follow. If teaching is to be ongoing, so is learning, both for the teachers and the students.
With technology today teachers can be connected to the information, sources and other educators to maintain relevancy. Before you ask, no I do not think you can be as effective as an unconnected and irrelevant educator. Yes, there are those who read journals and books and write magazine articles without the use of technology and maintain relevance. Chances are good that is not you. Most educators today need to be relevant and being connected through technology is the best means to do that. It takes time, work, and commitment. That is what we demand of our students, yet excuse it when it comes to us. Making Professional development a priority to teach educators the most up-to-date ways to teach should be one the major aspects of education reform. The biggest hypocrisy of the Education Profession is that the educators too often have become poor learners unwilling to leave their comfort zones to improve their learning. They are not “bad teachers” they are however victims of bad practices of a complacent education system. To be better educators, we first need to be better learners.
Tom, I am in complete and total agreement with your views on this topic. Lifelong learners, as you point out, should also apply to teachers, and not just our students. To advocate life-long learning, on the one hand, and then to be guilty of not being a life-long learner, on the other, is absolute hypocrisy. Teachers not only must talk the talk, but walk the walk…
Regards,
Thomas Baker
(a life-long learner)
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Absolutely bang on – as usual!
I also agree whole-heartedly. I think this is a case of “lead from the front”. Show others what it looks like to be connected, growing, reflective, and that spark and passion will catch on.
That being said, I need to get back at my blog 🙂
What you say resonates totally with me. That is why my wiki, blog, Facebook page, and Twitter name all proclaim what I–at age 68–am trying to be: The Learning Professor. Keep up your wonderful work, Tom.
Dave Lambert
Playing devil’s advocate here, but some might argue that teaching is not like being a doctor or scientist where there is constant change and new information, that the important components of good teaching/learning don’t change, and that it’s a better investment of your time to connect with your own students and colleagues locally than to try and keep abreast of every new “fad” that comes around. Just curious if anyone gave you this response and how you would address it.
I can definitely see your point Anna, and thanks for bringing it up. I do think that we have to teach one another how to filter the fads from the innovative structures of timeless teaching norms. It is simply not enough to say that nothing ever changes for the better, and I’m not convinced that the comparison of the teaching profession to science and medicine is accurate in that there are certainly many new tools, if not fundamental skills, to learn. The Hippocratic Oath is still at the core of medical practice, and it never changes, but surely it is not the only standard. Everyone is busy…so are our students (another point of hypocrisy re: homework), but there is a balance which can be reached and attention which can be paid to professional growth.
I think the culture of our educational system has a lot to do with this, too! Maintaining the status quo is very important to our institutions rather than fostering change. Working in an urban district, I see, too, how it’s sometimes thought of as “being set for life”; you get a teaching job and it’s yours until you retire!
I completely agree with you Pat! “Maintaining the status quo is very important to our institutions rather than fostering change.” Unfortunately, this applies not only to our profession 😦 On the bright side, there’re more and more real teachers outside the educational system and they are being rewarded by their growing audience – thanks to the Internet.
Thanks for your comment, Marina! As you say, there is a “bright side” that there are those harnessing the power of the Internet for themselves and their students. Joining together and working together real change is happening!
To the person who said teaching is different from being a doctor or scientist in that there are not new things to learn: thanks to technology, there are always new things to learn, but we can only know about those things if we make an effort.
Reblogged this on elketeaches and commented:
Wow! So true. A MUST read. “To be better educators, we first need to be better learners”.
Love this post, Tom. I’ve always wondered what the burnout rate is between educators who are “connected” and those that are not. How can teachers not continually engage themselves in the newest learning methods and still expect to reach our students? We can not teach today’s students like we have for the last 100 years. Nor can educators call themselves “educators” if they are not willing to step outside their comfort zone. We can not be afriad to fail, for this is how we learn.
Fantastic post. I am going to send this to our administration to see what kind of response I get. Thanks Tom!
I honestly think many teachers learned well in the way THEIR teachers taught. Since this is their preferred learning mode, they fall back on it as teachers. Sometimes they are effective in teaching children for whom this is a preferred learning style. However, with the advent of technology, there are so many opportunities to support all learners and to teach important life and work and learning skills – like analysis, critique, synthesis, evaluation of validity.
As a very long term educator, I knew that I needed to be a learner and I learned. And when I became an administrator, I knew the pressure was on even more so than when I was teaching. A leader leads best by example. In addition, how can we imagine that the schools will become successful users of technology unless there is a vision keeper supporting them? This is especially true in a time when administrators must prioritize technology during budget planning. Either that or they must be creative at finding the needed resources!
There are plenty of EXCUSES people use not to be life-long learners, but in my humble opinion, none of them are adequate REASONS.
Completley agree, Deb. I student taught in a school that was “set in their ways” and when I tried to suggest something “outside of the box” it was essentially shot down. As Tom mentioned about “comfort zones”, how can we be life-long learners if we stay in our comfort zone?
I agree. I teach a course that is required for Secondary Education majors at my uni. I’m always amazed at how rigid these students are in terms of what they are willing to do in the classroom. Many are not comfortable with collaborative learning, self-assessment, learning and using new technologies and tools, or helping me to develop the learning goals and assessment criteria for the class. They are conditioned for passive learning and that is what they will try to pass along to their students. This post struck a cord with me because I recently blogged about students’ (and our own) fear of failure and how important it is that we be better models for our students when it comes to dealing with and accepting failure. Perhaps one reason some educators are so reluctant to use progressive methods is fear of failure?
Loved the point you brought up of being a role model for our students, I don’t think that is discussed much. If one of our lesson plans fail, does that make us a failure? Of course not. The point that should be driven is “what did I learn from this experience?” Student self-esteem I think would be greatly raised.
A “good student” is often the one who follows the rules, gets average and above grades and seems to like school. It follows that many of the students who like school will consider becoming teachers. As you say, Deb, these are the ones who, by and large, did not challenge the textbook or the teacher (heaven forbid!) Learning is actually secondary to the “good student” pathway. Getting what is needed for the grade isn’t all that difficult for many.
Sadly, the “good student” doesn’t necessarily become the kind of teacher who steps outside the lines. We are used to following the rules. Most of us who are teachers were good students through much of k-16. Why should anyone expect us to be risk takers, eager to try and fail, seekers of alternative explanations?
Likewise, the less-than-good student may not choose a profession whose expectations include more toeing of the line and asking the students to do the same.
It isn’t exactly hypocracy that is the problem. It is the tendency for us to stay with the way that worked for us. That limits the damage perceived to come from experimenting with our students’ lives. Learning requires a willingness to fail again and again, not merely to succeed at the limited scope of school. Combining the aversion to failure with the habits of a systematic lifetime, it is actually no wonder teachers are “good students” instead of good learners.
Right on target. To be a teacher is to always be a learner. To be an educator is to always be about the business of learning whether it’s others our ourselves. Thanks for reminding us and giving voice to what many of us believe.
The comfort zone can be a hard place to leave for many teachers. It is very frustrating when you attempt to work with someone when there is no desire to grow and at least explore other possibilities for teaching. Each teacher has their own set of obstacles and restrictions based on their school culture, rules, etc. but this should never stop someone from continuing to improve your teaching craft. Could this be one of the unfortunate consequences of tenure?
I’m not convinced this has anything to do with tenure, as Bob suggested. After all, you mentioned even new teachers being ignorant to these concepts. Teaching will remain the “unprofession” as long as our colleagues deny the importance of accountability to personal improvement and continuing education. A better analogy would be a doctor who chain smokes, binge drinks, and doesn’t exercise. Who would visit such a doctor?
Plenty of people make visits to doctor’s who over eat, drink and smoke.
Amen, Tom. Great point on a great topic. I feel that the lack of being connected, being up to date, and being involved stems, in some part, to the ed leaders in one’s district. To continually hear the drone of budget, cuts, and living with vacancies,it becomes difficult to get excited. However, some of us strive to continue the effort, holding the Twitter Banner high!
Summers are an awesome time to reflect, expand, and develop one’s own proff development. Who else knows what you need than yourself!
Amazing as always Tom! I have the exact same frustrations.
Absolutely right on! You hit my frustrations with many of my colleagues. When you are a fervent learner, it is so hard to understand those that are not.
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The irony is that the teachers at the retirement party you referenced will probably never read this post.
Tom, you make I sound so easy. As an administrator, I know the hard work that it takes to be current, informed and always learning. As a parent of 8 children aged 3 to 20, I fully appreciate what it takes to raise children today. As a teacher, which I still do in my role, I appreciate the complexities of learning in today’s classrooms and the endless demands placed on teachers. As a coach, my experiences with youth in athletics has proven to invaluable. But I don’t do everything at once. I eat the elephant one bite at a time. I continue to learn but know that I need to pace myself and that I can learn when I need to continue my learning and when, and there are times, I need to take care of other areas and, seeing what my colleagues are experiencing as humans, I understand their responses because not everyone is at the life-stage where they can do some of these things. But the endless griping about it, which I actually wrote about in my MEd thesis 11 years ago, doesn’t help. Neither does a superiority attitude or finger wagging. Instead, leaders need to find ways to build the capacity of people through listening, encouraging and then, through their example, lead others. Anyone can tell others what to do and then shake their heads in dismay when it doesn’t occur. We have far too many “outside looking in” who are full of advice and good ideas but change will only occur when the rhetoric and pointing stops and we get down to changing things through our persistence which requires a whole pile of hard work, determination, patience and stick-with-itness especially when people are wanting to give the reasons for not doing something. Instead of looking down our noses, lets actually empower them by truly listening to them, understanding where they come from and then helping them along, empowering them along the way. I don’t spend a whole lot of time writing anymore, I’m too busy with other things, one of which is to empower those around me to discover their love of learning if they’ve lost it – be it a student or a colleague.
While I agree with much of what Tom says, I very much agree with you Kelly in your comments about finger-wagging, etc. In the conversations with these educators who did not understand these terms, was there a question about what they DO and how they do it? Maybe what they are doing is working well for them and their students. I know we always have something to learn but I think the most important things come from our students themselves. If nothing else, maybe these teachers give students the break from technology or something else that they are getting many times a day in other classes.
Interesting reply, Kelly. You certainly have a lot on your plate with such a large family. In line with the theme of hypocrisy in teaching, it’s important to keep in mind we write educational standards for our students and we expect them to meet the standards as evidence of learning. We should also set standards for teachers – it might be impossible for one teacher to do all things – but if one signs a contract to be a teacher, he or she should be the best teacher he or she can be. If too many outside activities and commitments pull a teacher away so that the standard is not met, perhaps choices need re-evaluated. As it stands, we all need to evaluate our effectiveness but in practice, very few of us can see ourselves realistically. I think Tom raises some very fair points to consider and I don’t think “lack of time” is an objective way to determine if the points are valid. Personally, I believe a teacher must be a life-long learner. It’s a value and that means no compromise.
So true…but so hard to hear/read. As professionals, we can compare ourselves to doctors and lawyers and others in many ways. That said, we are in a profession where we can close our classroom doors and “hide”. Unless students complain, we are part of a PLC, or we have frequent observations, no one will notice we haven’t been keeping up with best practice research.
One of the things I like best about working with the newer Gen Y teachers is this: almost to a person, they love to learn. Perhaps their enthusiasm will fade over time – but I hope it doesn’t.
Thank you for sharing! I, too, believe that we as educators should be pushing the envelope and leading the way when it comes to learning. In order to achieve this however, we need to re-evaluate the way we approach Professional Development. I believe that PD should not only be relevant and hands-on but also include more time for educators to incorporate their learning into their teaching practice right away.
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What an interesting conversation! Thanks, Tom. To Kelly – as a principal, I just did not allow folks to choose not to learn. Our teacher leadership teams determined the focus of our learning, the goals, the incentive, the process, and the timeline. On most expectations they moved faster than I would have if I made the decision alone! My job, along with being a part of the team, was really to create the conditions for success, ensure folks had the supports they needed, and then to ensure teachers followed through on their learning. We used a system that had internal staff become experts and then teach the rest of the staff. It worked like a charm and is far more intelligent than bringing in one-time PD “specialists”.
Because of these conditions, almost every teacher in our 1:1 laptop school was able to meet our tech expectations. Did every teacher follow through? No. A few moved on to other schools. However, the vast majority made great progress and our school had a strong PLC.
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The last sentence says it all: To be better educators, we need forst to be better learners. Teaching IS a profession – as it absolutely should be. So if that statement doesn’t make sense to ANYONE for ANY job or career, it MUST be the overarching goal for teachers.
My education and early career was as an engineer – another profession. It’s been estimated that the half life of engineering knowledge is about EIGHTEEN MONTHS; thus as an engineering educator, some of the information, the tools, the skills utilized in my students’ education IS OUTMODED BEFORE THEY GRADUATE! Two important results: (1) It is absolutely essential that I be a life-long learner; and (2) it is absolutely essential that I facilitate, with other faculty, our students learning the skills for and the importance of being a life-long learner.
It is, I strongly believe, the responsibility of educators AT ALL LEVELS, to do the same! To do less – and of course it’s not easy, nothing worthwhile ever is – is to shortchange your and your students’ opportunities for a meaningful career and personal life. Ask yourself this: WHAT WOULD BE YOUR RESPONSE IF ALL YOUR STUDENTS WERE YOUR CHILDREN? In some ways, given the importance of a good education, they really are!
Sometimes I think educators are their own worst enemies.
I share most of your observations in my role as a pedagogical consultant whose mandate is to help implement curriculum “reform”. (I prefer to look at it as simply improving pedagogical practices.) In a blog post (http://qall.ca/index.php/easyblog/entry/humility-and-the-mirror) I wrote a few months ago, I pointed to the absence of humility in some teachers and not apathy or the feeling of being disengaged with improving teaching practices. In the end it comes out to the same professional inertia.
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Tom, you are right on as usual. We all have to be constant learners to find the best ways to facilitate the learning of each student.
Reblogged this on Teacher Talk and commented:
Although I’d like to add my two cents, this blogger captures some of my own thoughts about teacher scholarly knowledge. Now that I serve on doctoral committees for an online university whose doctoral program is becoming stronger and definitely on par with many traditional universities, I am becoming more and more aware of how little teachers remember from their original teacher education classes. If you are an educator, how many of your teaching practices or administrative decisions are based on sound learning theory? Think about it.
And read on…
I would like to believe that most teachers are life-long learners, but their learning may not match up with your definition. I just spent three days at a student assistance program workshop in which no computers were used and none of the current educational topics you brought up were mentioned; yet we learned how to reach children in crisis, and build learning communities of caring citizens. These things are equally important in today’s educational communities, if not more! We used fun, on-your-feet style techniques that reenforced what many of us veteran teachers know as valuable lessons. Maybe the questions you ask life long learners should be more open ended, such as asking what new things they are trying with their kids, and you may be surprised to learn about something that works that isn’t a current catch phrase.
I really loved your post! Thank you. I was motivated to post a wee reflection on my own oft-neglected blog: http://tinyurl.com/d8cnu3l
Tom,
I sympathize with your views but at the end of the day have to disagree.
It is hard to disagree with phrases like “To be better educators, we first need to be better learners.” but I’ll ask that you define “learning”. Not to put words in your mouth but you’d probably define that as being scholarly (as you referred to) and keeping up with terms and new ideas. Also using technology. All good things but I would never go so far as you and label teachers that don’t do these as “hypocrites”. And lets face it – when you apply this to education, you lay this on the doorstep of practicing teachers.
We have a big split in our own faculty with those who want to turn teacher training and accreditation into an intellectual exercise. Us professors should teacher academic subjects and teachers should know all the terms/definitions, research and jargon. On the other hand, there are those on the faculty like myself who see teaching as a “trade”, something you do, an “art”. It isn’t “learned” but a vocation that one practices in the community of the classroom. This doesn’t take knowledge of Bloom’s or that you know what “looped feedback” is. It means that you know how to practice it, do it. And I know so many educators, teachers, those I consider among the best, who would fail to climb over the bar you set but their tacit knowledge set is superb – the do and get outcomes and that doesn’t mean using technology or articulating theories of cooperative learning.
I’ve learned that what makes a teacher most, is being a teacher. Commitment in the classroom and to students. Reflection in the classroom and with students. Professional development can be a lonely and quiet thing, an invisible thing. We shouldn’t judge teachers but be supportive of them. Your views have a holier than thou sense to them and I don’t think that’s good for our profession. IMHO. (and as Kelly above relates).
I once had a teacher that I was evaluating. She had a great classroom. She did things in an orderly fashion, her students performed well. Her delivery was admirable and well managed. Everyone knew their part and place. I asked her during the interview what she planned on doing to develop and would experiment with in her classes. Her response, “Nothing. This works. Why should I change it?” I really couldn’t disagree – it was a learning moment for me.
Our profession is transactional in nature. It moves and changes with each moment. There is no panacea, no one way to be a great teacher. I agree, the only way is for teachers to keep learning. We disagree in that I think teachers learn in many different ways, “how to get the job done”.
[…] Whenever I think of a teacher, I also think of a scholar. It has always been apparent to me that if one is to be an effective teacher, one must continually learn. Of course that is not always a pat… […]
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Yes! I agree. I have just talked about this with 2 of my grad classes, as well as written about it.
[…] Whenever I think of a teacher, I also think of a scholar. It has always been apparent to me that if one is to be an effective teacher, one must continually learn. Of course that is not always a pat… This blog post struck a chord with me…right on the mark about teachers needing to be scholars…no excuse in this day and age not to be current with big issues in our field. […]
I agree with you Tom. Teachers should know, or say ‘I don’t know but I should’. Their schools should help them know too.
Speaking of questions for teachers….Before asking questions like the ones you have – about Project-based learning etc (because they’re at least a little tricky, and clearly debatable as to their necessity), there is one that should be neither tricky or difficult for teachers to answer: how do kids learn? Sounds too simple and, as you have been with your questions, you’ll be surprised and likely disappointed with how it’s answered. Many teachers teach like they were taught to. Which sounds reasonable enough, doesn’t it? Of course not, when you think about it.
But I should step out my smugness. I was asked this question. My answer was confused, a mess of half-understood conceptual models and ‘maybes’. I’m sure my answer finished with me trailing off, muttering….
Teachers (I) need to be able to address this question clearly and confidently.
Now I ask of it the teachers I work with.
It’s gets even more interesting if you ever get to the point where your faculty can actually individually articulate this…and you discuss it together.
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I totally agree with your ideas here. This may go without saying, but I would also add that tech-savvy teacher must be sensitive to those students who do NOT have a tech background. Not all students have facility with technology due to income, culture, etc. I have seen first hand the importance of teachers guiding their students through the steps of using technology before piling tons of online assignments onto them. This is especially important in multi-cultural contexts.
I have an overview of iPad apps for education that might be helpful for teachers:
http://www.eslcommando.com/2012/03/top-ipad-apps-for-esl-teachers.html
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When I read the post, I felt angry. Not about the key idea, that teachers must be lifelong learners but that teachers who were not involved with the topics that you mentioned were not learners. As a late-career teacher, I have had “new” educational practices preached to me by “experts” for my whole career. I have been contemptuous of a few, excited by a few, and most often found them to be irrelevant to my teaching. I am a drama teacher who works with secondary students to make theatre. I learn all sorts of things researching to direct and design plays. I learn great new ways of teaching the skills and developing my students’ talents through new or rediscovered theatrical practice. I also think that my reading, listening to podcasts, and talking to students and parents has taught me a great deal about my students and the world they are living in. My point is that many specialist teachers spend much of their “learning” on topics specific to their subject. I find many of the topics that you mentioned are ways of moving “academic” teaching closer to the way we teach in the Arts. It may not be hypocrisy that keeps teachers from investing in the newest trends but rather that they are learning something else that they find more valuable or compelling. Raising my own children, was the greatest learning experience I have ever had.
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Tom, good article. What most individuals who are moving into the teaching profession don’t know or realize is that it takes total commitment to be effective in the classroom. The teaching profession should be viewed and practiced like the medical profession … on-call, 24/7, and yes, it should be on equal ground, financially. Just as a surgeon gives a 110% in OR to save a patient’s life, so should the teacher to educate the student. Unfortunately, very few teachers think this way and/or have this kind of philosophy.
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Easy to agree with this. Good researcher, good scholar means usually clearing view of Nature and ideas, so knowledge motivates teaching. However if you are active in research and if you put a lot of effort into teaching, I tend not to have time to read all about “New Techniques” which are usually new terms for old methods.
Think of the students level, know your stuff, talk with clarity and confidence, and be dedicated. That is all you really need.
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[…] Hypocrisy in the Profession of Education […]
[…] Whenever I think of a teacher, I also think of a scholar. It has always been apparent to me that if one is to be an effective teacher, one must continually learn. Of course that is not always a pat… As educators we must be learners first. If we are to be better educators, we must first be better learners. We may not always have a choice in what we learn. After so long not being involved with learning, many educators do not know how much they do not know. ===> How can they make decisions on what they need to learn, if they are unaware of the existence of many of the things they need to know? <======> To be better educators, we first need to be better learners. <===The biggest hypocrisy of the Education Profession is that the educators too often have become poor learners ===> unwilling to leave their comfort zones to improve their learning. <=== […]
[…] Whenever I think of a teacher, I also think of a scholar. It has always been apparent to me that if one is to be an effective teacher, one must continually learn. Of course that is not always a pat… As educators we must be learners first. If we are to be better educators, we must first be better learners. We may not always have a choice in what we learn. After so long not being involved with learning, many educators do not know how much they do not know. ===> How can they make decisions on what they need to learn, if they are unaware of the existence of many of the things they need to know? <=== ===> To be better educators, we first need to be better learners. <=== The biggest hypocrisy of the Education Profession is that the educators too often have become poor learners ===> unwilling to leave their comfort zones to improve their learning. <=== […]
[…] Whenever I think of a teacher, I also think of a scholar. It has always been apparent to me that if one is to be an effective teacher, one must continually learn. Of course that is not always a pat… As educators we must be learners first. If we are to be better educators, we must first be better learners. We may not always have a choice in what we learn. After so long not being involved with learning, many educators do not know how much they do not know. ===> How can they make decisions on what they need to learn, if they are unaware of the existence of many of the things they need to know? <=== ===> To be better educators, we first need to be better learners. <=== The biggest hypocrisy of the Education Profession is that the educators too often have become poor learners ===> unwilling to leave their comfort zones to improve their learning. <=== […]
[…] Whenever I think of a teacher, I also think of a scholar. It has always been apparent to me that if one is to be an effective teacher, one must continually learn. Of course that is not always a pat… As educators we must be learners first. If we are to be better educators, we must first be better learners. We may not always have a choice in what we learn. After so long not being involved with learning, many educators do not know how much they do not know. ===> How can they make decisions on what they need to learn, if they are unaware of the existence of many of the things they need to know? <=== ===> To be better educators, we first need to be better learners. <=== The biggest hypocrisy of the Education Profession is that the educators too often have become poor learners ===> unwilling to leave their comfort zones to improve their learning. <=== […]
[…] Whenever I think of a teacher, I also think of a scholar. It has always been apparent to me that if one is to be an effective teacher, one must continually learn. Of course that is not always a pat… As educators we must be learners first. If we are to be better educators, we must first be better learners. We may not always have a choice in what we learn. After so long not being involved with learning, many educators do not know how much they do not know. ===> How can they make decisions on what they need to learn, if they are unaware of the existence of many of the things they need to know? <=== ===> To be better educators, we first need to be better learners. <=== The biggest hypocrisy of the Education Profession is that the educators too often have become poor learners ===> unwilling to leave their comfort zones to improve their learning. <=== […]
[…] Whenever I think of a teacher, I also think of a scholar. It has always been apparent to me that if one is to be an effective teacher, one must continually learn. Of course that is not always a pat… As educators we must be learners first. If we are to be better educators, we must first be better learners. We may not always have a choice in what we learn. After so long not being involved with learning, many educators do not know how much they do not know. ===> How can they make decisions on what they need to learn, if they are unaware of the existence of many of the things they need to know? <=== ===> To be better educators, we first need to be better learners. <=== The biggest hypocrisy of the Education Profession is that the educators too often have become poor learners ===> unwilling to leave their comfort zones to improve their learning. <=== […]
[…] Whenever I think of a teacher, I also think of a scholar. It has always been apparent to me that if one is to be an effective teacher, one must continually learn. Of course that is not always a pat… As educators we must be learners first. If we are to be better educators, we must first be better learners. We may not always have a choice in what we learn. After so long not being involved with learning, many educators do not know how much they do not know. ===> How can they make decisions on what they need to learn, if they are unaware of the existence of many of the things they need to know? <=== ===> To be better educators, we first need to be better learners. <=== The biggest hypocrisy of the Education Profession is that the educators too often have become poor learners ===> unwilling to leave their comfort zones to improve their learning. <=== […]
Agreed! I also contend that in order to grow as educators, we must find learning, inspiration, & connections in other areas –like art, music, poetry, architecture, philosophy, etc. We must remain curious about the world (pedagogically and beyond) in order to rescue learning from schooling.
[…] See on tomwhitby.wordpress.com […]
[…] Whenever I think of a teacher, I also think of a scholar. It has always been apparent to me that if one is to be an effective teacher, one must continually learn. Of course that is not always a pat… As educators we must be learners first. If we are to be better educators, we must first be better learners. We may not always have a choice in what we learn. After so long not being involved with learning, many educators do not know how much they do not know. ===> How can they make decisions on what they need to learn, if they are unaware of the existence of many of the things they need to know? <=== ===> To be better educators, we first need to be better learners. <=== The biggest hypocrisy of the Education Profession is that the educators too often have become poor learners ===> unwilling to leave their comfort zones to improve their learning. <=== […]
[…] Whenever I think of a teacher, I also think of a scholar. It has always been apparent to me that if one is to be an effective teacher, one must continually learn. Of course that is not always a pat… […]
[…] Whenever I think of a teacher, I also think of a scholar. It has always been apparent to me that if one is to be an effective teacher, one must continually learn. Of course that is not always a pat… […]
[…] Whenever I think of a teacher, I also think of a scholar. It has always been apparent to me that if one is to be an effective teacher, one must continually learn. Of course that is not always a pat… As educators we must be learners first. If we are to be better educators, we must first be better learners. We may not always have a choice in what we learn. After so long not being involved with learning, many educators do not know how much they do not know. ===> How can they make decisions on what they need to learn, if they are unaware of the existence of many of the things they need to know? <=== ===> To be better educators, we first need to be better learners. <=== The biggest hypocrisy of the Education Profession is that the educators too often have become poor learners ===> unwilling to leave their comfort zones to improve their learning. <=== […]
[…] Whenever I think of a teacher, I also think of a scholar. It has always been apparent to me that if one is to be an effective teacher, one must continually learn. Of course that is not always a pat… […]
[…] I haven’t convinced you yet in the importance of being a lifelong learner, here’s a post I read about a year ago by Tom Whitby. I’m sure he can convince you-very powerful. […]
[…] https://tomwhitby.wordpress.com/2012/06/12/hypocrisy-in-the-profession-of-education/ […]
You have no idea what it is really like teaching in some posts. I put in at least 60 hours a week or more to prepare for and keep up with my job, and I’m still not ever caught up. I am so exhausted, I can barely make it through each day. The things I am required to do, no human being could ever accomplish. Everyone around me is miserable. I keep a smile on my face at all times. I never get thanked, actually, I get treated like I have mental disability in spite of having two master degrees and four endorsements at the secondary level. I am told the typical special education teacher lasts five years. I love my students, but at year #4 now, I am praying to find anything else to do with my life. If it were not for my students, I would be gone already. My education is recent but I am stretched so thin, I make stupid mistakes all the time and can’t believe that I have made them. Believe me, I hear about them. From EVERYBODY who can’t wait to point them out. Often, I never get my questions answered or I get conflicting answers and at the end of the day, it’s all on me anyway. I thought I was headed towards an inspiring career. I wish I had gone on a different path. THis job sucks a year of life out of me every day, I swear. Your advice is cerebral, academic, and totally useless in the day to day reality of those of us in the trenches. I don’t mean this in an offensive way, but that is really what it is like in my job.
[…] "As educators we must be learners first. If we are to be better educators, we must first be better learners. We may not always have a choice in what we learn. After so long not being involved with learning, many educators do not know how much they do not know. How can they make decisions on what they need to learn, if they are unaware of the existence of many of the things they need to know?" This applies to the use of technology in teaching: how can we facilitate students in using social media in learning if we don't engage with them first, in our everyday learning practice? […]
Reblogged this on principalaim and commented:
I constantly look for motivation … even better inspiration … to be the best educator I can be. I find Tom Whitby’s candor gives me the much needed boost to remember why I joined the field of education. Like Tom, I understand we are under fire; however, it is vitally important that we remember our students deserve teachers and administrators who model the values being taught in the classroom every day. I want us to remember that the future intellectual and moral capacity of our students begins and ends with us and what we do in the classroom. We will always have detractors so let’s stay focused on our goal: the care of children. tlb