Thoughts on Teaching & Learning
by
Michele Forman
2001 National Teacher of the Year
How would you describe your philosophy of teaching?
Despite statements from friends and colleagues that I could be “more than just a teacher,” I have felt a deep love for a profession that could not be replaced by “something better” I’m also firmly committed because of my investment in my students and love of teaching.
The complexity of teaching is a challenge worthy of the greatest efforts and dedication. No two days are the same. Each day I laugh at something; some days I cry. Teaching is complex and dynamic, demanding constant reflection and adjustment. Students are the center of my classroom in actuality, not just in words. As a teacher I create and maintain an open, safe and lively learning environment in which ideas may be freely exchanged. My students and I work collaboratively toward the common goal of learning.
The current quick accumulation of knowledge and huge leaps in understanding make it necessary for strong teachers to continuously learn as well as teach. Along with that, learning should not be confined by narrow subject categories. Teaching is a creative endeavor and I believe it’s okay to color outside the lines. For example, one of the reasons I chose to learn Arabic was that increasing my students’ understanding of the Arab culture through that language could powerfully decrease the stereotypes many of them held of Arabs and Muslims. My students’ understanding of world history increased because of the new knowledge and resources I brought back to my classroom and, just as importantly, they gained a new understanding of and respect for the Arab world.
What can be done to improve the teaching profession?
Our profession is one of the few that eats its young. We often fail to properly prepare and support new teachers. Short-term solutions include the development and extension of strong mentor programs. Above all we must recognize there is no “one size fits all” model for becoming a successful teacher. Good teachers are uniquely individual and we must nurture and support each new teacher as that person develops.
Teaching can be very lonely. When the classroom door is closed, teachers are in their own world. Forming communities of teachers can break this isolation. Peer observation programs, team teaching, and educators planning and researching together can be used more intensively to increase teacher interaction. Whether based on professional organization meetings or working together informally around common goals and concerns, these communities can and should nurture teachers.
In the long range we must work to create stronger communities to support children. The best of new reform movements such as community service and school-to-work, for instance, have demonstrated increased student involvement and success in learning. When the community uses schools for learning, recreation and public functions, a strong, involved community then creates a school in which children know they belong and are valued. Broadening the ownership of education makes teaching more rewarding and aids the retention of good teachers. As student achievement increases, so does the satisfaction of teachers, regardless of their experience. With the excitement, teachers grow stronger.
What do you believe contributes to great learning?
For 10 years I have advocated for and taught classes with students grouped heterogeneously by perceived ability. Learning is enriched for all students when learners bring their different experiences, perspectives and skills to the class. My experience and the research tells me that grouping only students of similar ability and experience results in a focus on socioeconomic status of students and what parents want for their children. I find that the depth and thoughtfulness of discussions increases over those in homogeneously-grouped classes.
I encourage different student approaches to learning through different pathways. No two students enter my classroom knowing the same things, nor do they learn the same way. This means these students won’t leave my class having learned exactly the same things. So how can we best evaluate their achievements? By helping students construct learning around shared, common concepts, they gain a common understanding using different approaches. One student may demonstrate knowledge and skills through a formal essay and another through a creative story. Music, art and theater are valuable not only for themselves, but also has vehicles for student expression of concepts. When evaluation is varied and rich, students learn from each other through sharing projects and other work. I like portfolios because they encourage students to demonstrate learning through a variety of approaches and media, allow for continuous and detailed evaluation, and record growth over a period of time.
Making each student feel physically and psychologically safe and comfortable creates a sense of community and enables learning. Only in such an environment are students willing to take intellectual risks. Whether it is big pillows in the resource area of the room, student artwork adorning every available space or plants hanging from the ceiling, the room is above all my students’ place much more than mine. In such an atmosphere, trust and respect, as well as collaboration, come naturally and learning is fun.
