September+3rd

I am so excited about Wolfe & Antinarella's description of teaching as a sales job because that is exactly what it is. I addressed some of these points in last week's notes, but students have so many daily distractions that is is often difficult for them to see the benefits of school. Yes, there are those highly motivated individuals who will complete assignments even if they don't know why they are doing them; however, many students are not that way. I have encountered teachers who believe that it is "not our job to entertain" students. They grumble about the fact that students should be willing to come into their classrooms ready to learn and that it is not for the teacher to "sell" learning to them! Our passion for our craft, our enthusiasm for our students, and our obligation to learning require that we do whatever is necessary to "seduce" our students into learning. I like your word choice of "obligation". If more teachers embodied the meaning of this word, it just might lead to more successful students and schools.

There are a couple of other points from the articles last week that I would also like to address. First, I was SHOCKED in the "Accidental architects" to hear that when Bush held the education summit at UVA, "no teachers, professional educators, cognitive scientists, or learning experts were invited (2007, p.52). There have been many times throughout my career that I mockingly stated that people were making decisions about education who had no experience in education. I didn't, however, really believe this point to be true. How can a group of people, who have no experience in education, make decisions that ultimately impact the future of this country-our students? Since when did Bush and/or his administration want to develop policy, both domestic and foreign, with **//__actual facts__//** from experts?

Finally, in "The ten great ideas in the teaching of English during the past half century" by J.R. Squire, I was pleased to see that the need for equity in teaching was noted as a necessity of education and that "no longer can race, ethnicity, linguistic background, or economic status be used as an excuse for our failure to teach or the child's failure to learn (J.R. Squire, 1985, p. 15). That is the truth, and now I wish more people would believe it and LIVE it! How ironic that NCLB focuses on AYP by ethnic subgroups as a way to identify failing schools.

~Meg

As we had ample time to digest and rehash the assigned articles in class, I will offer on my gleanings from Wolfe & Antinarella's Chapter 1 in this venue.

Wolfe appropriately describes teaching as a "sales job"! It is so true, teachers have to convince their students why they must "buy" into their classroom...in essence answer those resounding student questions: "What will I get out of it?" or "Why do have to learn this?". Teachers should intentionally talk to their students about the benefits and potential risks if they are unwilling to engage in learning and capacity building in the classroom. I want to know what the potential benefits or risks are in each of the choices that I make, so we have to remember that students do too!

The authors aptly point out that students need and deserve for teachers to acknowledge their strengths in the classroom. Teachers should make space for "student voice" from how work is done to what materials are used. This seems so simple, yet it is shocking how few teachers are actually able to do this! Wolfe & Antinarella reminds the reader that effective teachers intentionally create formative and summative assessment activities focused on the processes of their students' learning. The "sage on the stage" model is just not going to cut it anymore as we prepare student for the 21st century. Unless teachers want to be another Mr. Ditto, a "dead teacher walking", they must assess the learning and teaching processes they use in their classroom: Is the way I currently teach effective? What is it I want my students to know? Are pen/paper activities the best way for my students to demonstrate their new knowledge or capacity? Who does most of the talking in my classroom? Why do you think teachers, even new teachers, often find themselves caught up in this style of teaching. I have seen wonderful, creative, and insightful novice teachers seem to forget everything that they have previously learned and revert to becoming the "sage on the stage." Maybe there is so much test pressure that they find it difficult to break free of the "tried and true."

I love the image created from the Henry Adams quote, " A teacher affects eternity". Teacher leaders leave thumbprints on every student and /or colleague they encounter throughout their career. Teacher leaders "seduce" and "persuade" others into a world that is student centered. Teacher leaders also help others to "negotiate" curriculum with an aim on preparing students to work collaboratively in a diverse, globally-connected world. All I can say about this point is....AMEN!!

So just how do we measure a teacher's ability to "seduce", "persuade" and "negotiate"? Is it important to measure these qualities? Can you still be an effective teacher if you do not possess these qualities? Those are great questions... ~ Lisa