Are we doing what is best for our students…or are we doing what is most convenient for us?

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Permalink Reply by Kev on February 19, 2009 at 7:35am

I'll be the first to admit that I often do the latter. When I catch myself doing so I try to correct it as quickly as possible. I have asked my colleagues to call me out on it if they see it too. So far none have done and I fear it is because of the feeling that those in glass houses shouldn't throw stones.

It is very easy as a teacher to do things the old way, the easy way, the relaxing way. We aren't evaluated often and when we are we don't have do much (depending on your admin of course). We need to be more responsible in general with that power I believe.

However, when you try to point this out to teachers they get defensive immediately. I've made more than enough enemies both online and off asking this question of people.

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Permalink Reply by Ian Carmichael on February 20, 2009 at 2:06am

Under pressure, convenience wins, unfortunately. I find that what flexibility I have - and cretivity and capacity for risk-taking atrophy under pressure - yet, I am convinced, it is these things which contribute most to what is best for our students.

Like Kev, if I can catch myself early enough by the scruff of my neck, I can intervene, otherwise the Carmichael 'creature of habit' triumphs and we are all the poorer for it!

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Permalink Reply by Kate Fanelli on February 20, 2009 at 3:06pm

I don't think that I compromise students' well being for my own convenience. But, my teaching certainly reflects my own comfort level and preference, and sometimes I wonder if that is in the spirit of doing what's best for the students or what is most comfortable for me. There are a lot of ways to think that it is helping students: they learn, they are engaged. For those that don't learn or stay engaged every time I can think that we can't please all of the people all of the time. I'm with Kev and Ian, though. If I catch myself having to drag the kids along with me, or compromising rigor and high expectations for fun (why must they be so mutually exclusive?), then I reset and plan more for the kids.

I agree we should be asking ourselves this question all of the time. I agree that the level of autonomy teachers have comes with an equally high level of responsibility to use it well.

My other struggle happens when students work independently. My ultimate goal is to get them to that independent stage of learning, but when they are all working well on their own, then I feel useless, bored, and like I should be "doing" something. If they are working independently does it mean I should be pushing them more? Or does it mean that I've met my goal and they are displaying mastery and interest in the topic? How long do they work independently? If they can keep building on their understanding with only targeted guidance from me, am I doing everything I should be doing for them?

On the rare occasion that I look out on a class that is working productively without me, I wonder if I am underserving them, too.

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Permalink Reply by Benjamin Stewart on February 28, 2009 at 3:20pm

I don't necessarily feel that the question that you pose is always an "either...or" situation. Take your example here with implementing alternative assessment and the implication of more work for the teacher. If common assessments were designed and reflected upon as a community of practice, then perhaps the additional work required would be minimized. Building a collaborative culture that provides the structures, spaces, and support for teachers to work more effectively and efficiently could be viewed, in my opinion, as a means for "convenient work". Conversely, perceiving a teaching approach, method, technique, etc. as inconvenient says to me that the concepts, teaching contexts, rationale, and strategies are not consistent enough to evoke a change in behavior within the teacher.

Convenient behavior in the short run can oftentimes lead to inconvenient behavior in the long run. This is easy to see when teachers stick to "convenient" standardized tests as the only means of assessing student achievement only to find out later that some students may not pass the course, may not score well on a regional exam, or just may lose interest in school altogether, all of which then become a big inconvenience for all those concerned.

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Permalink Reply by Benjamin Stewart on March 10, 2009 at 9:53pm

My rationale at the surface level is fairly simple...

This reminds me of Sergiovanni (2005) expanding on Lee Shulman's (1989, p.171) notion of a) humans are rational, b) humans are limited in their rationality, or c) humans are rational only when acting together. I think that generally, humans (i.e., teachers) are rational only when acting together. Following this assumption, one then works in a means-ways-ends direction as opposed to an ends-ways-means direction.

In your particular situation, you present a single rationale, which no doubt is worthy, to a group that you say are not willing to jump aboard - an ends-ways-means direction. An alternative is to first create a means and ways for teachers to pursue some collective vision (not necessarily as specific as your rationale that you present here but something more general). That is, the focus is not on the end (i.e., your grading system), but establishing the structures and spaces for teachers to collaborate first. Once a change in culture begins that fosters free-flowing collaborative discussions among teachers, then certain ends can be discussed. You are absolutely right, the literature makes it sound as if it's quite straight forward, but it's a slow process that requires perseverance, and quite frankly, I don't see any other way. Instead of starting a dialog with teachers about the rationale for a new grading system, perhaps start the dialog with what are they doing right now and why they don't have time to implement a new grading system. Then see where that takes you.

The best anyone can do is to provide the support and opportunity for all teachers to have a voice and then reach decisions by consensus. You'll never get everyone to agree on a single issue or rationale, but you will have provided an environment that is fair and that will empower those teachers who are willing to adapt to change. Encouraging those earlier adapters will also help your pursuit as they will be more likely to spread the "word" to those less willing.

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Permalink Reply by Benjamin Stewart on March 12, 2009 at 4:04pm

Thanks for the book reference - I´ll be sure to look it up! I too appreciate your sharing of ideas along with the ideas of everyone else here.

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Permalink Reply by Sylvia Martinez on February 28, 2009 at 1:38pm

Well, the whole concept of school was designed to efficiently teach lots of kids at once. It's not surprising that the overarching intent of the system trickles down into day to day practice.

I think the amazing thing you and your group are doing is questioning your own practice. Very brave! Don't give up, it's hard to develop this kind of critical friend model. (BTW, if you google "critical friend" you'll find a lot of interesting resources specifically developed for teacher group professional development)

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