Chapter_8

= // To Teach: The Journey of a Teacher // =

Chapter 8: Beginning Again: If I Only Had a Home

A key theme in Chapter 8 deals with the belief and understanding that good teachers are always learning themselves. While Ayers indirectly discussed this in other parts of the book, it is a central discussion in this chapter. While I am sure that this is not a new concept for any of us, his discussion focuses on learning from our students in a daily dialogue, interactions, and other learning experiences. As Ayers states, "...we speak with the possibility of being heard and listen with the possibility of being changed" (p. 158). What does he mean here and how can this belief impact effective teachers?

(ODonnell): I interpret this quote by Ayers as meaning learning goes two ways. “We speak” means that as teachers we teach kids in hopes that they will learn. The second part “listen with the possibility of being changed” means listen to your students to hear their needs and how to help them learn. Effective teachers listen to their students. They understand that every student is unique and learning needs to be impactful in order to be retained. Effective teachers know listening is just as important as teaching.

(Pfaff, N.): The Ayers quote, in my eyes, means people have to be open minded. Teachers need to be open to change, as we all are, right? We learned in Dr. Pace's class that if we are not changing we are becoming extinct. So our choices are to be open minded to change and help facilitate or leave to profession. While being open minded to change is important it is also important to continue learning. Ayers states, "Becoming a wonderful teacher, or great or awesome teacher is a life long affair" (p. 160). In order to be great we need to continue to change and learn. Throughout this program I have changed. I have changed the way I see certain things and I have changes my priorities. I think those changes have really made me a much more effective teacher in the classroom. We need to welcome change because it will always be coming. If we don't welcome change we will be in a endangered profession.

(Langenfeld): When I first read the chapter, I thought about how important it is to be open-minded and actively listen to our students. I think in my early years of teaching I was so busy talking and instructing that I failed to understand who my students were and what they had to offer me. I think effective teachers recognize that powerful learning takes place in an environment that has a free exchange of ideas and values critical thinking. A place where everyone's opinion counts and is respected. If that occurs, everyone opens themselves to new learning and deeper understanding--perhaps even a philosophical shift. As I read this quote from page 158 in isolation, it reminds me of servant leadership. I think this applies equally to the school leader and teacher relationship as well.

(ODonnell commenting on Langenfeld) I like your statement about how effective teachers recognize the powerful learning that takes place with a free exchange of ideas. This is a hard concept for teachers to understand. It is also very difficult to teach; it should be experienced.

(Van Heukelom): When I read this quote, I think of the quote, "treat others how you want to be treated." When we share something with someone, we want them to truly hear what we are saying. And so when we listen to someone, we should truly be hearing what they are saying. I also think it means to find the good in other people. Take what they say and let it change you for the better. Good teachers do this with their students. Doing this becomes an issue of respect and compassion. When this is done in the classroom, the environment is one of honesty and engagement, where students feel respected and willing to learn.

(Pfaff, N.) Commenting on Van Heukelom: You post was insightful, Katie. I agree with you, in that it is important to take what others say and allow it to change you for the better. Even if what is said to you is negative. One can take a negative comment and twist it so that it becomes inspirational and motivating.

(Sebring): I would agree with the comment Ann made with respect to how we all mature as teachers, and earlier on in our careers, many of us were so focused on the teaching aspect, that the listening became an art in which we fine-tuned and focus more on now than ever. I believe the quote Ayers made is applicable to all aspects of life. Isn't it through listening where the most learning takes place? Isn't it through listening we get a better grasp on other people's perspectives? Isn't it through listening we capture the ability to practice empathy? This belief has a profound effect on teachers because we can have a better grasp on what the students current knowledge base is, their ideas/values, their perspectives on a variety of different issues. This belief has the ability to make us more effective teachers because it allows us to better understand ourselves. Even outside of the classrooms, human beings need to do a better job with listening. It would probably allow all of us an opportunity to solve many of our problems.

(Weires): As a teacher who has been at this for quite a while, I have gotten past the thinking that as the teacher I should have all the answers. As Ayers states, "If we already know everything, we are terrible students and bad teachers" (p.158). That doesn't mean that teachers shouldn't prepare great lesson plans and have thorough content knowledge - because I wouldn't want someone teaching algebra 2 without it - but it does mean that students will ask some really good questions for which you will not have answers. Thinking out loud with the students as you try to figure something out together is hugely valuable for the kids (and for the teacher). And, let's face it, kids know when you don't know what you're talking about so trying to fake your way through their questions doesn't really work. This is something I want to be sure to teach my new student teacher - be prepared, but be comfortable with not knowing.

(Marty, commenting on Weires): Karen, I like your advice for your student teacher. I like taking that approach sometimes even when I do know the answer, but want the kids to find out. Let's say I don't know what that words means-where could I find out? It takes more time than just giving the answer, but I'm learning that if I have a little disregard for pacing it pays off more in the end with what the kids get out of their learning. So, I guess this also goes with what Heather was saying too.

(Wendler): When I read Ann's post, it resounded with me. As a new teacher, you get so caught up in the teaching/ talking to the students that you rarely take the time to listen to them; their thoughts, needs, ideas etc. I think that teaching is all about sharing ideas and listening to others in the hope that your learning can shape your teaching into better form. Teaching is not something we learn in college, and then apply to the rest of our careers, it is an ever-changing talent that is shaped around what we learn and what we see. We also want to share our ideas in the hopes that others will be shaped by what we do and say as educators. This is what Ayers meant by the quote in my opinion.

(Pfaff) As I was reading through the posts, I too agree with Ann's post. I feel when I was a beginning teacher I was so concerned about getting through the lesson and surviving the school year that I didn't really take the time to slow down and really listen to the students. This year I have noticed that I'm taking more time even if I don't stay on pace, and letting the students do more exploring with there learning. I feel this group of students are getting so much out of the school year and quality lessons from me.

(Pfaff) commenting on Van Heukelom: I liked your quote, "treat others how you want to be treated." I use this quote almost on a daily basis with my first graders. I feel by taking the time to teach these social skills with children at a young age then this will help shape the students in the future.

(Hawkins) I agree with Katie's quote. If we want to get the most out of our students, we need to build relationships with them. They need to trust us and we need to respect one another. When I look at the people I consider great teachers, they all have wonderful relationships with kids. Students are so creative. Letting them express that in your class is all part of their growth and their ability to solve their own problems. Sometimes my classes would get off subject due to a comment made by the student. Those are usually the days we remember the most. I also like the idea "Good teachrs find ways to stay alert" (p.153). This is so true, students love when you notice things, comment on successes they have had in other classes and activiites. Teachers that are involved in the school, tend to be involved in their students lives. I loved going to games and then talking about it the next day in class. Making connections with kids, makes the job of teaching so much easier.

(Lowery): I think he is referring to students coming into our classrooms with knowledge just from the experiences they have learned through. The students we have are not blank canvas. They are incomplete work of art that can tell us a lot about their world, how they see and what they are wanting from it. Its all about perspective and a teacher being able to invite and use those perspective to motivated not only the students, but themselves. Teachers are human like everyone else and they must be refreshed with new ways to view things. The best source for any person is the youth that we see in our classroom each and every day. Effective teachers do this without thinking. Effective teachers expect the students to use their voice, express their knowledge and express the way they learn. I had to take some time and actually let the students tell me what they needed. Most students are able to articulate one thing that they need to be successful. I guess it is our job to continue to foster more strategies that will bring each student success after they leave our classroom and deposit something to us.

(Wendler commenting of Pfaff): I think that is the biggest break through for young teachers, realizing that even if you are not on schedule, you are teaching the kids and enhancing their learning. We always want to do things the way they are supposed to be done, but that may mean taking more time on a lesson rather than staying on schedule for the year.

(Marty): In analyzing this quote, I think the author was wanting teachers to look beyond the academics, to see the whole child, to find out what is truly important in their lives. Sometimes their lives are so complicated that they cannot possibly focus on the academics we want them to. I want to hear all of their stories, but sometimes what they need to share is not for the whole class to hear and understand, so I have to be listening enough to know they may need to speak 1:1 with the counselor because their needs are too great for me to tackle. For example, I have a student in foster care whose foster mother is going to adopt him at the end of the month. He struggles to wait his turn for anything, so waiting for the end of the month to come is becoming unbearable. I have tried to give him more frequent breaks and let him visit the counselor when the counselor is in, but I also need to keep him engaged in his learning, so he isn't focused on the ticking clock that must be ringing in his ears. I was fortunate to be adopted at birth; I cannot imagine waiting until 2nd grade to know what it feels like to have someone want you in their family.

Commenting on Weires)-- Karen, that is so true. I think younger teachers have a harder time not "knowing" everything and want their students to think they do. Helping student teachers understand that it is really ok to not know is a great idea. That should be something added into teacher mentor programs as well.

(Merritt): When I read this, all I could think about is the saying that God gave us two ears and one mouth for a reason - so we listen twice as much as we talk. Basically, this quote is not so much about the idea of us speaking and being heard, it's more about the need for us to listen at the possibility of being changed. When we talk, all we are doing is spewing out stuff that we already know (or think we know). However, when we listen, we are possibly being given new information that could help us become better. I think back to Chapter 4 and Building Bridges in which we read about the need to know our students. If we listen to them, we can pick up on some of that knowledge about who they are and this can help how we teach them. If we listen to our students, colleagues, and principals about how our teaching is, maybe they will offer us some suggestions on how to improve it. If we don't listen to this when they tell us, we get ourselves in a rut that doesn't make us any better. I can't count the number of times where someone has told me a story or I've listened to the lyrics in a song that have really made me stop and think and tell myself that I need to do this or that better or more often or less often. Criticism is one of the toughest things to take in this world, but successful people are able to take criticism and adapt from it and use it as motivation to become better.

(Bischoff) When I heard this quote the first thing I thought was learning from the feedback of our students. There are many things that can be done more than one way. As educators we need to listen for feedback from our students to hear what they are telling us. We can teach a great lesson and if the students are not understanding the concepts we might need to reteach and listen to what they are not understanding. I liked the comments earlier about as we alll were younger teachers we learned how to listen to the students. I can recall my first few years in education I was more worried about getting the material covered and didn't care as much about the level of understanding for the students. I have learned to listen to my students feedback and I am not afraid to go back and complete the lesson for the students.

(Jones): This quote from Ayers really reinforces why I enjoy teaching the social sciences. Social studies teachers often get a bad reputation because we are maybe more guilty than others of focusing on “covering” content which students often see as a list of unrelated facts, dates, events, and people that have no relevance to their lives. However, social studies done right can be a very powerful way for students and teachers alike to learn from one another and to learn about themselves. The list of topics that can be used to create dialogue between teachers and students is endless. I loved this quote from Ayers on page 157, “In a democracy there must be discussion, deliberation, dialogue. And while in every dialogue there are mistakes, misconceptions, struggle, and emotion, it is the disequilibrium of dialogue that leads to exploration, discovery, and change.” This quote describes everything that good social studies instruction (really any instruction for that matter) should look like: dialogue that contains facts and fallacies (that need to be corrected), dialogue that produces emotion because it is relevant, and perhaps most importantly dialogue that makes students and sometimes teachers feel uncomfortable which promotes growth and change. I know that when I have this type of dialogue with my students it helps me grow as a person and as a teacher. I have often felt that there were days where I learned more from my students than they learned from me.

(Weires commenting on Marty) You're right, Paula. There are so many kids with so much going on in their lives that when you hear their whole story you're amazed that they can concentrate on anything at school. Teachers need to be flexible enough to consider each child's situation while still holding expectations at a high level.

(Falck) Keeping an open mind is essential in education. Our students are always changing and they also tend to be much quicker then us to adapt to new ideas and technology. I tend to be very reflective and include students in the process by asking them what I could do to make a lesson better. As educators we need to keep open minds and open hearts. I think as we tend to get used to doing something one way we forget that there may be a better way. When Ayers states “Embrace relentless curiosity, simple acts of kindness, the complexity of humanity, the wonder of it all”, I believe that he is stating that we can learn from our students, we just have to be willing to do so.

(Hach commenting on Bischoff) I like that you brought up learning from student feedback. It could be as simple as asking if the students have questions or are confused in the middle of a lesson or by asking for their feedback at the end of a project or unit about how they feel it went or what should be changed. I have learned I have to teach my students to speak up when they are confused during a lesson because I’ve noticed many times they sit there completely lost and I have no idea. Instead I am constantly encouraging my students to ask questions when they have them or when they are confused so I can improve or change the way I am teaching the material in a way that makes more sense to them.

(Hach): “Good teachers find ways to stay alert – wide awake – to the lives of their students” (p. 154) This was another quote in this chapter that really stuck with me that I think goes along with the quote in the question. Ultimately I don’t think teachers can be great teachers if they don’t know their students. How can you meet your students’ unique and individual needs if you teach to them as if they are all the same. I liked when Ayers suggested that, “Good teachers honor their students and spend some key energy figuring out how they think, experience, and make sense of the world” (p. 154). I don’t think there’s a short cut to getting to know your students – it takes time and extra effort and not all teachers are willing to do that which is sad.

(Baldry) "We speak with the possibility of being heard and listen with the possibility of being changed" (p. 158). I think this is quite a profound quote. If everyone was able to speak knowing that they would be heard, and everyone listened with an open mind, ready to make changes, our education system could be so much better. In our diverse culture, this would really represent respect for everyone and for what everyone is thinking and has to say. Students would be able to ask questions without feeling scared, worried, or embarrassed. They wouldn't be laughed at; misconceptions could be cleared up; more time could be spent on teaching, and less on managing. I think teachers who build safe, welcoming environments in their classrooms are the ones who really believe in the essence of this quote.

(Wylder)––Are we robots or are we human? That seems to be the crux. When a good teacher is teaching, is that teacher trying to find ways to be heard by all students in the classroom? Is that teacher then open to fielding questions that are not answered in the curriculum? Are they willing to be challenged by a student's belief and engaging in a valuable discussion or is the opportunity brushed aside? I believe that great teachers try to communicate to their students in many ways, trying to find better ways to be heard by all students. Teachers also listen to criticism and treat it with respect and respond to student needs.

(Wylder commenting on Hach)––Yes, getting to know students is important. Building the rapport with students allows teachers to have more genuine experiences with the students that are in their classrooms. No human wants to be treated as an object. Student A, "you need to learn to carry your digit to the tens place." "Mrs. Unimportant, I went to my grandma's last night." "Student A, you need to carry your digit in the tens place." The student will not be motivated to work for that teacher because they believe they are unimportant to that teacher.

(Hughes) “We speak with the possibility of being heard,” means we want to have impact with our teaching and make a difference. I believe this means teachers speak with intention and purpose. It is important for teachers to be aware of the information they are sharing. “Listen with the possibility of being changed” is to be open minded. Teachers need to be flexible and open to change. If a teacher has a mindset that is closed to new ideas, it is detrimental to learning. Our society is constantly changing as are the children we serve. If teachers are not willing to change they can not be as effective for all learners.

(Griswold) As a teacher in an individual project-based program, I really look at expanding my learning in two ways: through both curriculum and instructional techniques. All my students look at the subjects they learn about in different ways and their presentations always teach me something new. As for instruction, I am always looking to teach my students in ways that they learn best. Often times, they don’t know what that looks like because they have been trained to “do work” in a certain way that they have lost their creativity. So, we work together to see which ways are best for them. This is where it helps to work with a team. We work together to discover what strategies work best. These were the things that I thing Ayers was talking about in this chapter. He really seems to talk about the strategies that we use when we try to get our students to think when discussing the projects.