My Core Beliefs and Values About Teaching
by Lindsey McCully 05/08/2013
My Core Beliefs and Values About Teachingby Lindsey McCully
1. It is my responsibility to help my students succeed
1.1. This means that if my studnets aren't succeeding in my class I am probably not doing something right as the teacher
1.2. This matters to how I will care about student success and the measures I will take to make sure that my students do succeed
2. Not all students think or believe the things I think or believe
2.1. This means that my students and I might disagree on some things, but that is okay
2.2. This matters to how I will treat my students beliefs and viewpoints respectfully, even if they contradict my own
3. All students can learn something in my class
3.1. This means that all the students that come into my class can learn something from me
3.2. This matters to my confidence as a teacher and my caring that my students learn something important in my class (it also helps me be able to decide what thing I specifically want students to take away from my class)
4. No student knows everything
4.1. This means that I can teach every student something in my class even if they think or seem to know everything
4.2. This matters to my belief in myself as a teacher and to helping my students learn new skills that they don't already know about
5. All students are different
5.1. This means that each and every one of my students will have different backgrounds and different ideas to bring to the class
5.2. This matters to my ability to teach all of my students even though they come from different backgrounds and help them have the same access to knowledge even though they are different
6. All students should be treated fairly
6.1. This means that I should treat all of my students with the utmost respect and fairness
6.2. This matters to how I will treat my students when they make mistakes or need discipline as well as when they share their viewpoints in class
7. All students are continuously forming beliefs about the world
7.1. This means that what I teach my students helps shape how they see the world
7.2. This matters because it helps me remember that I always need to be an example and I need to help my students develop their ideas about the world through my teaching
8. I can learn to love or at least respect all my students
8.1. This means that I can learn to respect or even love all of my students and their view points
8.2. This matters to how well I will know my students and how I will show respect for them in the classroom as their teacher
9. Teaching is more than lecturing
9.1. This means that I need to make my lessons more student driven and make them exciting
9.2. This matters to how my students will respond to my lessons and to how it will help them learn in different ways
10. The students needs are more important than the lesson
10.1. This means that I will need to not only cater lessons to my students needs while planning, but also be willing to change my planned lessons to be able to focus on what they need
10.2. This matters to my willingness to change my lesson on a whim to focus on what my students need as well as recognizing what they need rather than what I want to teach them
11. Learning should be fun
11.1. This means that I should make my class enjoyable to my students in order to foster their learning
11.2. This matters to how I plan my lessons and how I care about my students learning to love English
12. All students deserve my effort as the teacher
12.1. This means that each and every one of my students deserves my time and effort in order to help them learn (even if they drive me crazy!)
12.2. This matters to how I will treat each of my students, cater my lessons to their needs, give them help on a class wide and individual basis, and it matters to how well I know my students
13. There aren't stupid questions or students, they may just not understand the material
13.1. This means that students or questions may seem stupid, but that stems from them not understanding the material
13.2. This matters to how I will respond to seemingly stupid questions, and gage how much my students know
14. The teacher is not better than the student
14.1. This means that I as a teacher am not better and may not even know more than my students, we can all teach each other
14.2. This matters to how I will treat my future students and will help me realize and recognize what they can teach me
15. All students should be treated equitably
15.1. This means that each and every one of my students deserve to be given what they need in order to learn
15.2. This matters to how I know my students and their learning needs and how I will help them on an individual level
16. I am human, my students are human
16.1. This means that my students and I are not perfect, we are all learning and growing
16.2. This matters to how hard I am on myself for making mistakes and how hard I am on my students for making mistakes
17. By: Lindsey McCully
My superintendent gave me homework a few weeks ago- she asked me to consider what my “core beliefs” about education are, and why I continue to work in public education. Maybe I miss having homework (haha), but I decided to write down my thoughts.
I work in public education because I am passionate about the belief that every student deserves a quality, free education, and that opportunity shouldn’t be dependent on the family a child was born into.
I know that this reason is why many people work in public education. I also know that these beliefs can become clouded when we stay at school late every night, when we take home work every weekend, and when we feel like we are constantly fighting what feels like an uphill battle. Teacher satisfaction is at a 25-year low. Budgets are getting slashed, class sizes are increasing, and we watch other countries focus on professionalization while we see many media outlets in our own country blaming teachers for a “failing” system. It is a well-known fact that half of all teachers leave the profession within the first seven years– and the defeat many teachers are feeling is becoming more vocal. Now, more than ever, we need to know what motivates us to be in education- and what our core beliefs about education really are.
Even though I’m no longer a teacher, I don’t think my core beliefs have changed- last year, I still would have said the same three things. My core beliefs are:
- There is nothing more important to student achievement than the quality of a classroom teacher.
- The most important thing an educator can teach a student is HOW to learn.
- Effective practice is nurtured by collaboration and teamwork.
What has changed this year is my focus. Instead of focusing on students, I am now focused on teachers- and more specifically, education technology.
Here is why I am choosing to focus my core beliefs on education technology:
#1- There is nothing more important to student achievement than the quality of a classroom teacher.
I’m choosing to focus on education technology, because I believe that right now, more than ever, our teachers need support.We can’t afford to keep losing effective teachers to burnout, and the frustation and exhaustion teachers are feeling is growing more and more prevalent. Our teachers shouldn’t have to go home with stacks of ungraded quizzes every night when they can use a tool that will grade the quizzes for them. They shouldn’t have to manually shuffle resources and lesson plans when there are more efficient ways to communicate them. We shouldn’t look at technology as a replacement for effective teaching; we should look at it as a tool to help us be more efficient with what we are already trying to accomplish. We continuously talk about the future of learning; but what we aren’t communicating is HOW to make this happen. We scaffold all of our instruction for our students- how do we scaffold this shift for our teachers?
Over and over, we read articles that talk about “innovation” and “student engagement” related to implementing technology into the curriculum. I’ve argued this before- technology is not pedagogy. Also, personalizing learning is nothing new- we have been trying to personalize learning forever, and our understanding of pedagogy has been developed and refined for decades. Required reading: John Hattie’s Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. More than fifteen years of evidence-based research went into this study about what actually works in schools to improve learning. Replacing an effective lesson with ineffective use of technology should be a crime, and our focus needs to be on best practices of teaching and learning. Instead of trying to find fifty different ways to awkwardly shove an iPad app or movie-making project into a unit, we need to ask ourselves these questions: “Is this the best way to teach this skill/concept?” -and- “Is there a more efficient or effective way to do it?”.
#2- The most important thing an educator can teach a student is HOW to learn.
I had a lot of fantastic teachers, but two of the best teachers I had were my parents. They LOVE learning- and they taught me that knowledge is everywhere. When I read all of the research on “first-generation” college students (yes, I’m a first-gen), one of my biggest frustrations is the statement that previous generations didn’t value education- and the underlying implication that a formalized education = knowledge. I couldn’t even begin to guess the number of hours that my parents, siblings, and friends, (“educated” or not), spend every week researching topics and learning new skills.
I’m going to be completely transparent for a second- and I know what I am about to state might be unpopular. I have always viewed a degree as little more than a piece of paper. Here’s the problem with this mindset: I am in education. More than most people, I should believe in the power of a formal education. However, when I look at the people who I have the most respect for, I realize that my respect is founded on those individuals’ application of knowledge rather than any “formal” acquisition of knowledge itself. This is compounded by the fact that information is now everywhere– acquiring and applying knowledge is no longer limited to individuals born into a certain socioeconomic status. We now have the entire documented knowledge of the collective world at our fingertips, and we have companies who have built their entire existence around making that information “universally accessible and useful”.
I’m choosing to focus on education technology, because I believe that the Internet has changed the way we access information. Before, educators and schools were the “gatekeepers of knowledge”- now, knowledge is everywhere. If our focus is truly teaching students how to learn, providing equitable access and teaching students how to navigate and apply that information has to be the top priority in everything we do. As information becomes even more universally accessible, I wonder if the assumptions we have about who we consider “educated” and “uneducated” will evolve.
#3- Effective practice is nurtured by collaboration and teamwork.
We are constantly telling teachers and students about the power of collaboration, but how often do go into our offices / classrooms, shut our doors, and create the exact same content as the educator twenty miles down the road? For the last few months, I have been fortunate to work with about thirty other Google Apps Certified Trainers, technology integrators, and classroom teachers all over the nation on a technology integration MOOC (Massive Open Online Course). The shared vision we have for this project is to strategically support our teachers in increasing efficiency / effectiveness through the use of technology. By working together, we were able to target best practices in our own classrooms / districts, and are now creating a resource that all of our teachers will be able to use.
This collaboration has also cultivated partnerships and raised discussion on important issues- such as how we deliver professional development to our teachers. We decided that lecture-based models of PD weren’t working… so we worked together to throw a challenge-based workshop supported with blended learning opportunities. The feedback from that workshop was the best feedback I’ve ever gotten on any workshop- and 43% of survey respondents commented that as a result, they were now more interested in creating a blended learning environment in their own classrooms (other options were ‘not more or less’, ‘less’, or ‘other’). Another recent discussion we had was about crediting teachers for professional development- if we place all of our content online, does an educator who spends three hour sitting in a workshop deserve more credit than an educator who spends three hours working on the course at home (or an educator who already has the skills)? We say “no”- but that raises issues about the current standards of teacher compensation.
I’m choosing to focus on education technology, because I’m fascinated by a career that is still largely undefined. The job of a “tech integrator” (or whatever it is called in each district) is new- and is often a combination of “tech coach” / “library media specialist” / “technician” / “pedagogical coach” / etcetera. There are two things that fascinate me about this position: the open possibilities of the job, as well as the concept of the job itself. We have had technology forever (seriously, a pencil is technically “technology”)- so to have a new position dedicated entirely to integrating technology means that a serious transformation has occurred. Think about how much the business world has changed in the last twenty years, and imagine how much the Internet will eventually change education. We can now collaborate with other individuals all over the world- and we can provide even greater opportunities for our learners by working together. What will that mean for how we define ourselves as educators, and what will that mean for the future of education?
I am choosing to focus my core beliefs on education technology because our current state of technology is enabling people to connect, collaborate, and create in ways that we could only dream of before. This is a time where complete strangers will donate supplies to classrooms, where top Universities will offer their coursework for free, where one of most visited websites on the Internet is a free encyclopedia, and where complete strangers will fund the creation of schools in developing countries.
Yes, this is a stressful time to be in education- but I also believe that this is the best time to be in education. As long as we can provide equitable access to the Internet, every student IS able to receive a quality, free education- and opportunity will not be dependent on the family a child is born into.
So- why are you still in education? What are your core beliefs, and how do you focus them?