Those of you who know me personally, know my musical tastes are very eclectic. My favorite time to listen to music is in the morning while I’m getting ready. In any given week, you could hear anything from “Piano Man” to Pitbull coming through the door. Earlier this week, my Spotify mix featured the classic tune “Carry on My Wayward Son” by Kansas (I’ll pause while you get that one stuck in your head).
I’ve listened to that song hundreds of times before and I know most of the lyrics, but for some reason I heard a new line this time. In the second verse, the line goes, “And if I claim to be a wise man, it surely means that I don’t know.” This struck me because of everything I’ve been reading, thinking about, and working through the past few weeks.
A couple of weeks ago, I traveled to Stone Mountain, Georgia (home of 30 Rock‘s Kenneth Parcell), for a training dealing with building capacity in teachers. The biggest priority for these trainers was building awareness and reflective ability on the part of the teacher. They described four stages that the reflective practitioner goes through as they develop.
We begin as unaware teachers, practitioners who are doing the best we can with what we currently know. We aren’t aware that there are more efficient ways to do things, better ways to get our kids to learn. As we progress through the next stages, we (hopefully) ultimately end at the refinement stage. This is the “sweet spot” of teaching and learning. Refinement teachers are responsive to their students and their curriculum and can pivot on a dime to adapt to their needs right then in the moment. Every child gets what s/he needs when they need it.
As you can imagine, this takes time and practice to get to this point. It’s important to note, however, that the four stages of reflective practice don’t exactly correlate to years in the profession. I’ve worked with first year teachers who are closer to refinement than some twenty year veterans. It really comes down to how intentional we are in the classroom.
So, back to my bathroom jam. What struck me the most about the lyric was that it reminded me of so many teachers I’ve worked with over the years. The teachers who we view as “experts” often doubt their own expertise. They are constantly growing, learning, changing despite getting better results than many of their colleagues. On the other hand, the teachers that self-identify as experts, or perhaps more accurately, see expertise as an “arrival point” rather than a state of mind, often have much more work to do.
Nobody’s perfect, especially teachers who are fighting an uphill battle to educate children despite difficult home lives, unreliable political climates, and full moon/lunar eclipses/barometric pressure changes. Every year is a new battle with new players and new challenges. None of us can afford to get complacent and think what we’re doing is “good enough.”
I challenge you to find an area, no matter how small, where your teaching could improve and take some solid steps to go there. Not sure where to start? Find a coach, a principal, a colleague who you can process with. Have them watch you teach and give feedback. Pay extra attention to your students and see what needs you discover.
And then go listen to some sweet tunes and dance in your bathroom…