Ever write a blog post that started as one thing but then ended up as another? This is one of those. It started after I finished reading 21st Century Schools – Pedagogy Must Give Way to Andragogy over on Open Education. The basic point was that there was a need for educational reform based on the shift from pedagogy to andragogy as a dominant approach to learning. What I found interesting was that pedagogy and andragogy aren’t two mutually exclusive ideas, although they are presented as being such. I think there are some important reforms that need to happen, but if people are going to be rallied to the cause by fallacious premises then the collective will to reform will be short lived. The impetus for educational reform too often seems to be based on false dichotomies – digital native versus digital immigrant (please – can we just let this one die), teacher-centred versus student-centered classrooms, guide-on-the-side versus sage-on-the-stage.
I think that there are some things in the educational system that do need reform, quite desperately in some cases. I don’t think that we need to dream up glib catch phrases to make the case for reform. I think the need is self-evident. So here is my simple and modest proposal on how to begin educational reform:
Let me do my job.
I am a teacher – this is my job and, luckily for me and the students I teach, my vocation. I teach students by which I mean that I help them to learn by arranging and executing instructional activities which I believe will allow them to learn, but I am never so foolish or presumptuous as to believe that somehow I make them learn. I don’t teach digital natives or immigrants. My classroom is centred around learning, not me or my students. I am not a sage or a guide, although sometimes I’ll take on either of those roles if I think it will help my students learn. If you want to reform education just let me do my job.
It’s interesting because my wife uttered those same 5 words after a staff meeting yesterday.
She was speaking out of a frustration and pressure facing teachers when school, division and provincial initiatives pile up.
No one argues at the efforts to reform but the process and implementation models have their problems.
As someone who does have a hand in the way a division/district moves forward I struggle with the idea of letting teachers be. In general, what’s missing is the opportunity to for teachers to rely on each other, collaborate and really dig deep into better learning environments.
I realize that folks like yourself may not fall into this category but that’s largely because you are a highly connected, reflective practitioner. Letting you do your job is easy. What isn’t easy is that many teachers who utter the phrase, “let me do my job” mean “leave me alone to continue what’s doing best for me, not necessarily their students.” There are also those that utter that phrase and may well want the best for their students but lack the supports and network to understand and make it happen.
I hear what you’re saying but how can letting everyone do their job, make a difference?
It’s interesting because my wife uttered those same 5 words after a staff meeting yesterday.
She was speaking out of a frustration and pressure facing teachers when school, division and provincial initiatives pile up.
No one argues at the efforts to reform but the process and implementation models have their problems.
As someone who does have a hand in the way a division/district moves forward I struggle with the idea of letting teachers be. In general, what’s missing is the opportunity to for teachers to rely on each other, collaborate and really dig deep into better learning environments.
I realize that folks like yourself may not fall into this category but that’s largely because you are a highly connected, reflective practitioner. Letting you do your job is easy. What isn’t easy is that many teachers who utter the phrase, “let me do my job” mean “leave me alone to continue what’s doing best for me, not necessarily their students.” There are also those that utter that phrase and may well want the best for their students but lack the supports and network to understand and make it happen.
I hear what you’re saying but how can letting everyone do their job, make a difference?
Well said Rob, well said.
Mr. Shareski: letting teachers do their jobs means that their energies will be put into instruction and interacting with students. We will not be tired out / bored to death so we can approach our jobs, for which we have been extensively trained, with greater vigour and enthusiasm. How can that not make a difference.
Well said Rob, well said.
Mr. Shareski: letting teachers do their jobs means that their energies will be put into instruction and interacting with students. We will not be tired out / bored to death so we can approach our jobs, for which we have been extensively trained, with greater vigour and enthusiasm. How can that not make a difference.
@Dean – I understand your wife’s frustration about the large mass of initiatives dumped on us from above. Those impositions can use up a significant amount of a teacher’s limited free time, not to mention their energy and patience. Maybe LMDMJ is a plea for liberation from imposed changes in teaching practice. I think the process of becoming a connected, reflective teacher needs to be initiated by the teacher, not imposed. Maybe your job is to demonstrate the benefits of those changes in practice and to help those who are ready to make that transition.
@Pat – thanks for your support. I do think that teachers should be given opportunity and support to become better. Time is always a big limitation so maybe there should be some allowances for time to make that sort of change. Having someone like Dean (or Donna DesRoches) around as a support can make a big difference too.
@Dean – I understand your wife’s frustration about the large mass of initiatives dumped on us from above. Those impositions can use up a significant amount of a teacher’s limited free time, not to mention their energy and patience. Maybe LMDMJ is a plea for liberation from imposed changes in teaching practice. I think the process of becoming a connected, reflective teacher needs to be initiated by the teacher, not imposed. Maybe your job is to demonstrate the benefits of those changes in practice and to help those who are ready to make that transition.
@Pat – thanks for your support. I do think that teachers should be given opportunity and support to become better. Time is always a big limitation so maybe there should be some allowances for time to make that sort of change. Having someone like Dean (or Donna DesRoches) around as a support can make a big difference too.