It's Important to Practice What We TeachJanuary 8, 2009 | Jim Moulton
In an earlier post, I wrote about the importance of being a constant learner, of never stopping. Recently, I have been reflecting on an important step in becoming a lifelong learner -- the opportunity to spend time with a committed learner.
A Real-Life Apprenticeship
Before I became a classroom teacher, but after I had spent two years working in early-childhood education, I went to work as a carpenter. Although I had been a builder of things for many years, I had only just embarked on the building of my own home and so was a bit reluctant to think of myself as a real carpenter. It was a great relief to find that the crew I hired on with included wonderfully skilled carpenters and masons who were willing to help me learn.
Two come to mind right away -- David, the leader of the group who was a college graduate, and Eddie, who had a high school diploma but, I assume, not a college degree. I do know that Eddie could lay out an eyebrow dormer using a framing square, and, in case you've never tried it, that is quite a feat.
I have to believe that the reason I learned so much about building houses from Eddie and David was because -- and I know this is going to sound pretty simple -- they were house builders who were constantly stretching and growing their own skills. House building is what they did, and they did it well. And that is what I was trying to learn. It was a synergistic thing, as are all good apprenticeships. They were validated as masters, and I gained through my role as apprentice.
Practice Makes Not So Perfect
I think good art teachers and their students have the same kind of relationship, and this is because those art teachers are practicing artists. They do not only create art with students during the school day, 5 days a week, nearly 200 days a year; they also live it outside those times. They have pieces they are working on at home, some of which they share with their students. Their students -- the ones who long to be artists, as I longed to be a house builder -- get to apprentice to a master. The same is true for many good music teachers and teachers in other curriculum areas.
But sadly, at a time when literacy is the big challenge in almost every school I visit, far too few language arts teachers are active practitioners of their craft. Although I am confident that the vast majority of the teachers who teach reading are consumers of text, I am also convinced that few teachers responsible for helping their students become better writers are themselves writers.
Committed to Lifelong Learning
Are you a practitioner of your craft? Can you serve not only as a teacher to a student but also as a master or guide to an apprentice?
- If you are a mathematics teacher, are you an engineer or a treasurer in your out-of-school life?
- If you teach science, do you have some of your own research projects going on in a backyard garden or in your refrigerator?
- If you are a business teacher, are you an after-hours entrepreneur? Or do you follow the traditional business-class model and simply teach the Microsoft family of applications from the book?
And so, to come back around to learning, if we are serious about having classrooms that support the development of learners, doesn't it make sense that we must have teachers in our classrooms who are learners themselves? Do we want someone who has finished learning and reached his or her peak teaching our children, or do we want a currently practicing, card-carrying, ongoing, never-stopping, always-questioning learner working side-by-side with students? (Read this post by Bob Lenz, a fellow Spiral Notebook blogger.) I think it is the latter we want. And isn't that what true masters of any craft naturally do -- continually try to improve?
What do you think? I look forward to learning from you!