This blog came about because it was requested. I met MMA fighter Joanne Calderwood at the Invicta FC 3 event in Kansas City, Kansas in 2012. We kept in touch for a while though I kinda lost contact with her as I did with several other "friends and acquaintances" after I started getting sick toward the end of 2014. The request though, as I explain in the blog, was from Joanne's sister. I liked what I wrote well enough that I felt it merited being reposted with a few minor edits. Most of the edits come either at Jemma's request (her blog is no longer active) or because I felt something needed to be clarified that I said originally. There's also a few formatting related edits.
Education rant for a "duck" - 5/14/14
Yesterday, a tweet and blog entry came to my attention from the sister a friend of mine. The friend is MMA fighter Joanne Calderwood. Her sister goes by the name JemmaPDuck on twitter. (hence why this entry is labeled as being for 'a duck') Her blog can be found here. Jemma is a math teacher in Scotland. I am a writer and filmmaker here in the US. Jemma's blog entry asked for educators to chime in with their thoughts on 'achieving excellence in learning and teaching' for a presentation that she has to give in a week.
I'm not a teacher or educator. However, I feel like I am qualified to chime in here. Furthermore, I've something to say on the topic. I'm a harsh critic of the education system in the US. I've become an even harsher critic at the recently implemented idea of the "Common Core Curriculum". (However, the purpose of the blog is not to rant about that topic and any blog that I wrote on that topic would likely have obscene language.) More importantly, I am someone who has two bachelor's degrees and who has shot down the idea of becoming going back to get my master's and becoming a teacher or professor multiple times over the years. Therefore…
What does 'achieving excellence in learning and teaching' mean to me?
Let's start with the learning part. For a student to truly learn something, he or she has to want to learn it. This goes for any subject rather it is math, science, history, literature, or whatever. My background is in literature but I've always had a general interest in certain elements of history. My worst subjects in school were math and science. Why? Aside from just a general tendency to be what some might call a 'Right Brain' person in a lot of ways, one of my biggest problems in most of my math and science classes were a lack of interest in the subject.
In math classes, mostly notably Algebra II in high school, I struggled with being able to memorize (and thus arguably understand) all of the formulas being thrown at me. And honestly, part of that struggle was honestly because I was more interested in 'surviving the class' than I was learning the subject. Another issue with the lack of interest was the constant lingering question of "how the hell am I am going to use this in every day life" that most students who don't intend a career in mathematics have at some point. The teachers teaching the subject seemed to not only be aghast at the idea that a student would ask something like this but often pissed that students were not going into mathematics.
In college, I was usually just genuinely bored. For example, I had a Biology professor who talked in more of a monotone voice than Ben Stein in Ferris Bueller's Day Off and had his back to the class for the most part as he did it. (I mention this one particular professor for a reason.) More importantly than this, there was little about the text books or his lectures that inspired any sort of interest in the subject. The easiest time I had in "College Biology for Non-Majors" was the section on genetics. Why? I'll get to that in a moment.
If it wasn't boredom in college, it was because it was a subject that I legitimately struggled with for whatever reason. Having to take Spanish classes comes to mind. In that case, the teacher flat out didn't seem to give a shit. For starters, she taught the class in such a way that made it more difficult to learn (for me at least). Her idea of "teaching" was having us watch some Spanish telenovela and then quiz us on it. I couldn't understand most of it and this was reflected in my quizzes. When I tried to address this with her, she said she didn't care and that I was stupid and needed to study more. (No, I am not exaggerating.) I made it out of the class with a C- due to a loophole on the vocal part of final and a lot of what I was able to retain on the subject (and have retained since then) related to working in a restaurant. In this case, it was being a customer at a restaurant.
Now any teacher worth their salt should know this about students. The idea that "it is easier to teach students who want to learn the subject and who are interested in the subject" is not new. I am certain if you did a search for articles on the idea that you'd find plenty. However, just knowing that idea doesn't really equate being 'excellent' by any means.
The first step to excellence in teaching is being able to inspire the students to both have interest in and want to learn about a topic.
In college, I took a Shakespeare class with an initial reluctance and fully prepared to loathe the class. One of my college mentors, A.J. Hartley, taught the class. A.J. started out the class by playing the song "Amnesia" by Chumbawamba and had us listen to the song all the way through. After the song was done, he proceeded to explain the meaning behind the song that wouldn't be initially obvious to someone who either wasn't British or familiar with the politics over there at the time the song was written. Then, he explained that Shakespeare's plays had a similar thing going for it. We spent the quarter approaching several of Shakespeare's plays from that context.
The idea that many educators I've had over the years didn't and many of the ones I know now don't do this sort of this puzzles me. Some have claimed they are constrained by the curriculum but I've yet to meet any teacher whose lectures are written for them by a third party unless they are an actor playing a teacher in a film. If you truly love the subject you are teaching then you should be able to get some degree of interest in the vast majority of your students. You just might have to think outside the box to reach some of them.
So let's say, the second step to excellence in teaching is to know how to both relate your passion to your students and how your passion relates to your students.
This goes for any subject. JemmaPDuck is a math teacher so I will use math first as an example here. (And I'll even throw in a science example for the potential benefit of any science teachers in the audience. Plus, I wanted to get back to that Biology teacher earlier.) Let's say that you have a newly minted high school math teacher who is planning out what she plans to teach to his or her students for the year. In doing so, start with the table of contents of whatever textbook you are using and note what chapters are covering what topics. Now before you do anything else with any of those chapters, take a step away from the text book and turn on your computer or your tablet. Why? Simple. Find out what is going on our there that is math related that could be of interest to your students.
For example, if there is a TV show like the former show "Numbers" that involved a mathematician helping his brother solve crimes then look into it. Consider how he is using math and what math he is using to assist the police in solving crimes. I'll give you a hint, there was a lot used over the six seasons of the show. When you consider that Sherlock has used mathematical references on the show Sherlock as well then you've another bit of information.
Another great example, and one I am going to encourage JemmaPDuck to perhaps inquire with her sister's coaches about is the use of math in MMA. I imagine this would go for any sport but since Jemma has a connection, she should run with it. The issue here is statistics. If you're coaching a fighter and you know your fighter's opponent statically favors a certain tactic in a fight then you can work on how to counter that tactic. Or in the case of a fight I watched recently, a fighter had a reputation statically for doing a couple of certain things in a fight and intentionally went against what her opponent expected her to do, threw the opponent's game off, and won the fight. If anyone is curious, there is an attempt at keeping a record on the UFC website of the "skill breakdown" of the fighters based on their percentage of strikes, takedowns, and submissions. The same goes for baseball in the US, even more probably than MMA, as the statistics of the various players' offensive and defensive numbers play a huge part in evaluating how well a player is doing during a season. Ever hear a pitcher having a .154 ERA? What about a first baseman with a .372 batting average? Those numbers are based on statistics.
How about a couple of science ones for you? I mentioned that in that science course that the only chapter that really 'struck a chord' with me was the Genetics section. You can thank the X-Men (both comics and movies) for that. And since the debut of the TV show CSI, the interest in Forensic Science in the US (and presumably abroad) seems to shown an increase, especially amongst females. (A fun side note to that, three of the four forensic techs who were at the scene of the hit and run that happened in front of my mom's house last year were female.)
The point here is that being able to relate your topic to things that the students are familiar with will help inspire their interest. Knowing what is out there that might be influencing interest in the subject that you are passionate about will help even more.
The last thing I am going into here:
The third step to excellence in teaching is
encouraging your students to explore other resources.
Here's is a sad truth for you. "You are not a beautiful and unique snowflake." (Thank you, Chuck Palahniuk and Fight Club for that one.) Okay, what I mean here is that you are not the only teacher that these kids will have for the subject and a good chance that applies to even within the course of the school year. Furthermore, this is not a bad thing. If your explanation of a topic is not clear enough to the student then help the student find a resource that will make it clearer for them. And then encourage students to ask questions about what they have learned from other sources.
A very good resource in the math department comes from actress Danica Mckellar. Aside from her career as an actress, the woman is the author of four non-fiction books on math that are designed to help kids, especially girls, to become more interested math. In addition, she is a published academic in the field of mathematics and has a theorem that is partially credited to her. I'm sure there are other resources as well but there's a start.
Like I said though, one of the most important things on this step is to have your students ask questions about what they may be picking up outside the classroom. If they are not doing well on the tests then may not be simply 'because they aren't studying' the material but it may be because they are not completely understanding the material because there are questions that are not being asked. And some students, for whatever reason, are hesitant to ask questions in a class (especially if you as a teacher have made it a particularly unpleasant environment for students to ask questions).
Now let's venture back to the learning side of things for a bit to close this out
Students, learners, and even some of you teachers. I have your back. I also have some 'bad news' for you, though. If you are doing it right, you will never stop learning. I'm 38 46 and still learning stuff (new stuff even not to mention having to relearn some old stuff) to this day. (Currently trying to figure out Instagram. Instagram figured out!) The key is going to be maintain the interest to keep learning.
Now, I just laid out a few steps for the teachers for helping you to gain or even maintain interest in the subject of that class. I cannot lay out a bunch of steps for you on how to achieve excellence in learning, however. There is no one surefire method to be completely honest. I can offer a few key pieces of advice, though.
- Discover what interests you as soon as you can.
- Do not be afraid to discover new interests as you get older.
- NEVER be afraid to ask questions. But ask the right questions to the right people, for the right reasons. (see next item)
- Ask questions for the right reasons, never ask questions as a means to try to intentionally discourage others. Don't ask questions as a means to bully someone or make them look bad.
- Be willing to share your interests with the possibility of learning new things. Rather it is with your kids, your family, your friends, your spouse, whoever. And if, by chance, they don't share the same passion you do for that interest then accept then. You can always try to share why you passionate about said interest as well.
- Be willing to share in another's interest, as you never know where that road will lead you.
- Always #InvestigateForYourself - meaning follow up on information... especially in this day and age where getting multiple sources and multiple perspectives (especially ones that may differ) on a subject may be helpful in fully understanding a topic. Also especially in this day and age where too many people portray their opinions and their feelings as factual information.
Alright. That's all I have to say on the matter. Hope it helps you out, Jemma... or any other educators in the audience.
Cheers.