For my very first blog post, I thought I would select a topic that might resonate with many teachers and administrators at many levels and in many different subject disciplines. I am speaking specifically of the collective wisdom I have gained in attending and presenting at professional conferences regularly since 1983. Whether at local, state or national conferences, I must first tell you that World Language educators are the most vibrant people with whom I have ever collaborated! At every teacher conference, the sponsoring professional organization schedules time slots for teachers to gather and share “What works for me!” The itinerary reads, “Learn the strategy today and take it to the classroom tomorrow!” In my 30 years of teaching and consulting with Second Language teachers, I must admit I have both presented strategies and benefitted from others’ strategies, but always with a critical eye. The ideas are numerous; the creativity is inspiring! The “packaged product” is welcomed relief for these tired but still enthusiastic teachers. Some teachers take the “lesson” straight to the classroom, and it fails miserably. Others experience moderate success. Even an untrained eye can speculate as to why “what worked” for one teacher may not work for another, but few teachers and administrators ask the more important questions. Why does the “lesson” work at all? Why does the lesson NOT work? What is the proper “adaptation” from one successful teacher another teacher that will ensure success for her/his students? Is this something I need to be doing in my class at all? Let’s examine some of the issues.
In this blog, I do not want to contrive issues within the context of “The Story,” nor do I want to elaborate on every issue contained therein. As stories unfold in this blog overall, there will be great overlap, an encouragement that many problems are solvable and related! So, what are some of the most salient issues I see in this “story?”
Eclecticism. Every, and I mean every, teacher with whom I have ever worked has told me along the way they “take a little from here and a little from there… whatever works ‘best.’” While it is quite a sophisticated skill to integrate and deliver such curriculum and instruction, it is also very dangerous for various reasons. First, most teachers and administrators do not agree with or do not know what “best” really means. The World Languages field is not the only one guilty of migrating to trends and easy instructional approaches in hopes that more students will learn more “stuff” in less time. Most fields cannot even agree on what “stuff” is necessary.
Confusing Success. Strategies and “lessons” work for a reason. The success may or may not overtly reflect the pedagogically sound, research-based effective instruction on which the entire lesson or approach is designed. So, successful teachers may naturally execute a lesson in the most effective way and not know it, but another teacher may “do the same thing” and not ground her/his instruction in a professionally appropriate manner. Even more disconcerting is that teachers and administrators may find a “technique” that “works for them,” but in accomplishing such “objectives,” students are no closer to the ultimate goals and objectives that have been professionally designed, adopted or assumed on a large-scale basis. This splinters the curriculum, making lessons piece meal- a formula for student metacognitive disaster. For example, at a professional conference “what works for me” session, a World Languages teacher finds a terrific pneumonic to help students learn the difference between preterit and imperfect. S/he gives the students a test after the lesson and “everyone succeeds.” S/he then moves on the subjunctive. “Success” in this case does not reflect the overall goals and objectives of World Language instruction: to produce (speak/write) and comprehend (listen/read) the target language. Does an “A” on the preterit/imperfect test indicate students’ ability to narrate a story in the past? This more professionally based objective is not only more difficult to teach and assess, but messier in all aspects.
Integrated Curriculum and Instruction. Finally, there are many issues related to how the approaches, techniques and lessons from these eclectic sharing sessions fit into the rest of the school and its curriculum. Are the teachers going to “What works for me” sessions learning the bigger picture curriculum and instruction items for creating a self-sustaining, synergistic program at the departmental or school level? Does the instructional approach reflect the school’s mission and purpose? Are other disciplines aiding and abetting the superficial nature of instruction by adopting similar piece meal, eclectic instructional methods? How do the methods and the content (and the goals and objectives) relate to each other within the school? These questions cannot be answered if the teaching staff continues to cling to “what works for me” without being given time and resources to explore the “why.” Sadly more often than not, administrators do not have the pedagogical expertise or jurisdiction to help their teachers professionally develop in a way that answers these questions. While the research exists to help schools, departments and teachers streamline an effective instructional program, it remains hidden in data bases and other ivory tower stores.
I am, by nature, slightly pessimistic and cynical, and my daughter, who writes a blog, herself, has challenged me to remain positive. (Her blog is wordsofhopeblog.com if you are so inclined… yes, this is an advertisement, LOL.) So, let me enumerate some of the positives here.
First, most teachers that attend a “What works for me” session” demonstrate a genuine enthusiasm for helping students learn, attempting to find ways to make it easier for students to learn and easier for the teachers to save everyone, including themselves, time and energy. They are, in short, amazingly resourceful. So, when I hear the words “What works for me,” I celebrate the teacher!
Second, while ivory tower critique of lesson plans serves the very necessary purpose of streamlining education and educators, zealous teachers are the ones doing the teaching “in the trenches,” and they really do know “what works.” In addition, in my experience, any teacher willing to inconvenience her/his already busy life by attending a professional development conference will benefit also from learning and applying sound professional methods, approaches and techniques while at the same time learning how to mold the overall instruction of the whole “department” into a cesspool of best practices! This, in the long run, helps the teacher avoid burnout and inspire others.
I reiterate my praise for World Language educators as the most enthusiastic, most resourceful group of teachers with whom I have ever worked. In my work and life, however, I have always found it easier to identify the negatives (especially when I have already studied the bigger pictures in depth) and then to create solutions (potential for hope) for those negatives. So, when I hear the words “What works for me,” I cringe! Here are a few negatives regarding this “story” and its related issues.
First, because of human and organizational nature, teachers of ANY discipline neither have the time nor the inclination to explore why something works or not. They are rarely held accountable for reflecting professionally (and accurately!) on their performance, either because the administrator/supervisor is incapable of it or because they, themselves, like all of us, think what they are doing is perfectly acceptable already! This makes it quite difficult for anyone with knowledge or expertise to intervene with professional wisdom. (And, quite frankly, it explains why teachers migrate to “what works for me” seminars.)
Second, until the teacher, department and school coordinate articulated goals and objectives, students will be collateral damage. Students and parents alike will see the curriculum as irrelevant. Large discrepancies will exist in “mastery” of the content. (“Mastery” will definitely be one large can of worms I will be opening at some time in another blog post!!)
Third, whether it is time, logistics, resources or philosophical differences, parents, teachers and administrators are ignorant of the already existing professional reserves that can turn “good” instruction into “great.” As stated above, it is quite messy, especially when change is involved- change in attitude, resource allocation, parental education, externally validated measures, supervisor roles, and much more! The resistance to change is so great! I have, for example, consulted with a school whose resources were completely in place for creating a state of the art instructional program in a certain discipline area. They brought in national experts to evaluate the program and make recommendations of changes. Seven years ago, they had everything in place to make minimal changes to curriculum offerings and minor adaptations in instructional approach and staffing to become one of the most stellar programs in this content area with which I have ever worked. Today, they have changed nothing but adding one staff person who espouses the proper instructional approach. Change is hard, but denying teachers and students the access to the professional knowledge and practice that inspires and empowers is, in my opinion, a travesty, a waste of educational effort.
One story, MY story of attending professional industry conferences since 1982, has within it the traces of everything education. I still use many of the techniques and “lessons” I presented and learned in those “What works for me” sessions. It wasn’t until I studied Education at the graduate level that I began to realize exactly why I succeeded in some lessons and failed in others. In addition, I learned that succeeding in some lessons was not an end to a means, but vice versa, a means to a much bigger and professionally appropriate end. It wasn’t until I served on national committees to evaluate university Education programs that I began to see how interconnected every issue is in Education, but, specifically in this case, how teachers graduate from their IHE (institute of higher education) lacking professional expertise, relevant and sufficient experience and ability to reflect on bigger picture issues in their own field and in Education as a whole. Their only recourse is to survive, to find “what works for them.” Dare we blame the teachers? Certainly not! Dare we blame the administrators? Certainly not! Dare we blame the parents? Certainly not! Dare we blame “the system?” Certainly not! Dare we accept that change must be systemic in and for all of us, embracing what we know to be effective and appropriate? Certainly yes!