As a teacher of more than two decades at some pretty disparate institutions ranging from the U.S. Naval Academy to an all-girls boarding school, I’ve learned to listen and adapt as I’ve moved into new educational environments. I’m confident enough to know that some things about teaching travel well, but also wise enough to see that every school has its own character that it behooves me to take some time to get acquainted with. Here are some of my thoughts about what I learned at Chinquapin last year:
1. You’re never too old or too seasoned to be tested by your students. Last year’s seniors, as caretakers of the Chinquapin way, had every right to question me about what I knew and how I expected to teach them. While this was somewhat difficult to take at times – especially when you are pushing fifty and feel that you’ve been around the block in most respects – I grew to respect their stance because it represented their commitment to learning at Chinquapin. I should be accountable to them, and I should pay attention to what they have to say. What I learned from the seniors’ (and others’) challenges to my so-called authority, was that my relationship to the school matters to them, what I have to give as a teacher matters to them, and I should not mind justifying my choices in the classroom. Every teacher should be so lucky as to have students who care that much. So my advice to other teachers is to listen to your students, even if they are telling you things you don’t wish to hear, pay attention, consider what works and what doesn’t (you may be surprised), think about why, and go back to your teaching and make it better.
2. Smile. That’s what I learned from my first ever seventh-grade class. I don’t mean it in a fake, saccharine, Hallmark sense. I mean, get happy about what you are doing. I learned students are hyper-sensitive to their teachers’ moods. My seventh-graders openly stated that they learned better when I was happier, they were more willing to pursue new things or to try something difficult if I smiled or laughed (maybe older students are just resigned to their teachers being grumpy – too bad). How easy is that?
3. Students want to admire their teachers. Thus, they want their teachers to be people they can look up to. Over and over again in their course evaluations, students volunteered their admiration for teachers who made sacrifices or took time to interact with them as human beings. At the same time, they want their teachers to be leaders, to teach them how to be admirable leaders in their own right. They want to believe in their teachers and for their teachers to believe in them. They appreciate encouragement and advice from teachers that guides them, that helps them grow as ethical, discerning individuals. The lesson here: when you see a problem or issue where students need guidance, take the time to explain how they might respond in a more ethical or thoughtful way. Don’t berate them, certainly don’t humiliate them; rather, take the time to teach them, show them the way.
