One of the privileges of teaching in an independent school is the opportunity to work with colleagues who greatly value what they are doing. We routinely talk to each other about how to be better teachers; we use progressive methods in our classes; and we are committed to professional development. Nevertheless, I was startled to hear an eminent educator discuss an aspect of teaching that I don't usually think of. To mark the death of the eminent historian and teacher, John Hope Franklin, Charlie Rose replayed interviews he had done with Franklin over the years on his TV show. I happened to catch a part in which Franklin was talking about teaching. He spoke movingly about how much he loved teaching and could never give it up no matter how much research, writing, and traveling he did. Why did he love teaching so much? Franklin's students had very different backgrounds and attitudes than he did; some were even smarter than he was, Franklin admitted, so his students regularly opened his eyes to new ideas and other ways of thinking. In other words, he loved teaching because he learned so much from his students.
I was stunned to hear Franklin's words, but I shouldn't have been because I know that the best teachers do, in fact, learn a great deal from their students; I just never heard it expressed as a goal instead of as a side benefit. It seems to me that expecting to learn from one's students should be the first lesson that education students are taught, well before they learn how to write a lesson plan or use a SmartBoard. If students and teachers acknowledge that they meet together everyday with the express purpose of learning from each other, a wonderful relationship would be created, one that is built on mutual respect and encourages independent thinking, creative problem-solving, and serious questioning. Gone would be the omniscient instructor with all the answers whose job is to transmit his or her knowledge to the unknowing student. This partnership in learning changes the classroom dynamic and creates an exciting atmosphere for students and teachers alike.
I am certain that most independent school educators would readily admit that they frequently learn things from their students. But this is inadvertent and not exactly what Franklin is talking about. He is referring to thinking of students as potential sources of knowledge, quite a different matter. So the next time you head off to class, follow John Hope Franklin's lead and, as you enter the room, say to yourself, "I wonder what I'll learn today?" I know I will.
This new issue is loaded with essays that cover a wide variety of topics. Assessment Without High-Stakes Testing presents a timely and thoughtful discussion of assessment in schools; in Lights on the Fast Lane, Dan Kasten discusses the virtue of introducing meditation to students; and Kristopher Churchill presents the pros and cons of homework in Homework in the New Millennium; plus much, much more. As always, Independent Teacher is eager to hear from you about any essay we publish. Send comments to [email protected].
Reminder: The spring 2010 issue of Independent Teacher is devoted entirely to essays about READING. Please send submissions or queries to [email protected]. The deadline for submission to that issue is March 15, 2010.
S.I.