As a child, my first recollection with the feeling of dread, developed as I began to see the signature signs of Back to School during the dog days of summer; most notably, early August. I loved summer and the freedom which was part of the experience. To this day, there is still a deep-seeded connection to this memory for I call out “Oh, no, summer is over” when I see the northern winds starting to sweep our region and temperatures begin to fall quickly in the late afternoon and early evening; a typical sign of Autumn making it’s presence known.
I share this for it’s important to acknowledge; I did not begin my teaching and education career 36 years ago as a matter of love for school. I was not one of those teachers who “loved teaching”. No, the pursuit of education as my calling was more an extension found within my head for I “knew” that teaching and administration would be the best path to pursue for I assessed my skill-set early on. I figured out this would be my best chance at doing something similar to what I loved. I loved summer camp! In fact, for many years, my favorite movie of all-time was Bill Murray’s often-overlooked classic, Meatballs.
When I started teaching in 1980, teachers were expected to provide a balanced-approach to learning. Not only were the core basics associated with reading, writing, and ‘rithmatic considered the essentials, I was also called upon to present arts, science, social studies through cooperative learning and hands-on approaches toward lesson development. I loved teaching as a form of creative expression and artistic freedom. Also, Jack Canfield’s book, 100 Ways to Enhance Self-Esteem in the Classroom, was considered one of the principle references within the development of our classrooms back then. We were expected to address teaching from a holistic approach addressing self-esteem and the whole child; academic, social, emotional, and behavioral components working within the classroom.
From my perspective, I loved elements of the teaching experience: I truly enjoyed being able to see the progress found within math instruction. Years ago, it was a linear sequence of learning compared to today’s confusing spiral approach. I also loved the artistic expression found in the hands-on projects for my classroom took on a “mad professors” laboratory during these chaotic activities. As stated earlier, as a child, I loved freedom. And these activities presented an opportunity for each student to experience their own creativity and ingenuity which to me, was an expression of freedom. I also loved the relationships developed working alongside my students.
However, things changed pretty quickly during the early 1980’s as education was influenced by the publication called Nation at Risk, a national report established to create a new direction for America’s schools. The opening line highlights the report’s purpose: “Our Nation is at risk. Our once unchallenged preeminence in commerce, industry, science, and technological innovation is being overtaken by competitors throughout the world.” As a result, our educational system has been responding to this fear-based message ever since. “If an unfriendly foreign power had attempted to impose on America the mediocre educational performance that exists today, we might well have viewed it as an act of war. As it stands, we have allowed this to happen to ourselves. We have even squandered the gains in student achievement made in the wake of the Sputnik challenge. Moreover, we have dismantled essential support systems which helped make those gains possible. We have, in effect, been committing an act of unthinking, unilateral educational disarmament.” As a teacher, as well as an administrator, I felt like I was on a treadmill, with each new year, the speed by which I was asked to run increased as well as the incline appeared to increase over-time. Simply, the expectations shifted as the stakes became higher each year. For example, experienced teachers will tell you what we expect of our kindergartners today look more like what we expected of our first and second graders in years past. The same goes for each following year.
Whether we call each reform since, “No Child Left Behind”, “Every Child Succeeds Act”, or “Common Core”, the message is the same: our educational system is not able to compete within the global economy and our children’s future is at risk! Due to the shift of our educational platform to an outcome-based, competition, which was once “child-centered” and holistic, we now see high levels of stress, anxiety, worry, and fear at the core of the instructional foundation. As a result, learning is not fun anymore and teaching, has definitely shifted from the heart to the head where inspiration based upon the potential found within every child, has taken a back-seat to “meeting standard”, highlighting a canned set of “best practice” curriculum guides. From the teacher’s perspective, the love of teaching is very difficult to capture and experience as a result of the pressures found within an over-emphasis of high -stakes testing and soul-less lesson design. Freedom is not a part of today’s teaching experience.
So what can we do about it?
First off, I believe our classrooms are more welcoming and create a sense of calm and ease when the teachers themselves experience this within their own lives. Administration and teachers need to collaboratively approach this together and co-create a work environment which enhances wellness and reduces stress within the school setting. For one, teachers need to experience more freedom and fun within their classrooms.
Secondly, principals and teachers who acknowledge to importance of relationship-building and mindfulness practices, first and foremost, are seeing the results of their efforts. Resources such as Heartmath (heartmath.org) and Mindful Schools (mindfulschools.org) create a platform for developing a school environment which honors and values the importance of relationships within ourselves as well as between one another. Developing calm and stress-free classrooms is vital to our children’s learning.
Also, the development of collaborative models of site management provide a foundation leading to authentic co-creation and innovation. Resources such as Professional Learning Communities for teachers, Co-Creation models of management, as well as strategies found within Appreciative Inquiry are available through many training programs. If it takes a village to co-create the most welcoming and effective schools, we would best serve ourselves by reaching out within the community and seeking out resources which will enhance collaboration between all stake holders.
In addition, I encourage everyone to take a serious look at the various activities and lessons we are asking our children to experience. From my perspective, schools which are showing the greatest results, with sustainable growth over time, are those which provide instruction based upon meaning, interest, and target each student’s instructional level. Fundamentally, programs which look like a school-wide “gifted education” model, where lesson design is built upon each student’s strengths and interests, demonstrate remarkable success. There are countless models available which address learning from purpose, possibility, and inspired by promise, in contrast to “meeting standard” alone.
Finally, we all would benefit from an inspired perspective, one which explores the notion that every child is a gift; and the unfolding of this extraordinary understanding provides the foundation for our education system. By focusing on the remarkable, the unique feature of each child, and honoring the gift within, our system takes a radical departure from an over-emphasis of the head and transforms to a balanced approach when the heart guides our efforts. For the love of teaching, but most notably, loving our students for who they truly are, will provide the greatest foundation our schools can offer: Head and heart, life in balance.
So as I close, I hope that this message inspires members of the tribe I call “educators”. Though I have been away from teaching for over a year, I wholeheartedly see myself as a member of this unique group of people. It was not easy for me to face the truth that I did not love teaching as I had thought, but I do know within my heart, that I deeply cherish my experiences as an educator. The calling that I am currently guided to follow as an education advocate, was founded upon my 35 years of service as a teacher and administrator. For this I am grateful. As a result, I wish you all well as you begin to prepare for the upcoming school year. And know, my prayers are with you. Love trumps all.
Namaste.
Larry Davis
www.specialeducationadvocacy.org