Reading Chris Lehmann’s blog post The Other Thirdteen reminded me of something that I’ve been thinking about for a while: we’re all failures as educators because we’re not perfect. In particular, I’m not perfect and that is completely acceptable. My personal failure rate has been about 5% in the last two years—that is, I am completely incapable of reaching out to about 4% (which is about two or three) of my students every year. There is really no trend among these kids; there have been representatives from every race, grade level, age and level of mathematical ability that you can find in a small New England boarding school. This doesn’t actually mean that they don’t actually learn the math or end up not wanting to do math. It’s just that I’m not their primary source for the learning and the inspiration.
Basically, I’m not perfect. But that’s why I have a diverse group of colleagues with vastly different teaching styles. I am flexible enough to deal with 96% of my students but there are things I cannot do well; generally I am more fiery than most. If I can’t get a younger student to consistently do his homework maybe my calmer, older, motherly colleague can do that. Or maybe a student who really, really needs applications I cannot provide will go to the staff engineer. The idea is that every single student I cannot reach has some other support network; and if she doesn’t have one it’s my job to find her one.
The real problem comes when there’s a student who the entire department has failed. This usually means one of two things. The student could actually be a poor fit to the school. It happens. Especially with more “different” schools like the one I teach at or the charter schools mentioned in Chris Lehmann’s post. And like Chris said we need to acknowledge it. But from my experience it isn’t just because of accountability reasons but that students who end up leaving a school provides an educational opportunity for both the student and the school. It’s not necessarily a bad thing. Students who leave a school (whether they want to or not) learn so much about themselves in the process (whether they admit it or not) that sometimes they may learn more from leaving than staying. Schools and teachers can also really learn from how and why the school didn’t serve the students who left; especially for schools that are constantly redefining / still figuring out what they are. It’s bad PR, sure, but in the cases of schools like Ginn Academy we really need to ask the thirteen kids who left what happened. Because there could be so much there.
The second kind of kids that fall through are the students that I worry about. If for some reason there isn’t a math teacher in the school they can connect to then it could have been a scheduling problem where they were never scheduled with a teacher they could form a connection with. Perhaps she had only one math teacher in the last three years and had no chance to experience a different style of learning. Perhaps two teachers of extremely similar style were scheduled in back to back courses and so the one student who needed something else but was too afraid to speak up never could learn anything for two years. Maybe there is a huge gap in staffing in terms of serving a specific subset of students and so “hiring a teacher who can work with students like X” goes in the long term planning bin. There is a problem and it needs to be fixed and it will be fixed.
Despite what all the movies based on True Stories and the articles on these passionate, charismatic educators that Chris mentioned on his blog may lead us to believe it actually takes more than one teacher or even school to reach every single student out there. There are people who come very close (my grad school officemate, for example) and perfection is a goal that should be reached. But certainly not with one person, or even one school; that’s just an amount of stress that one entity does not deserve.
Footnote 1: This figure of 4% is, of course, artificially low since I teach at a small private school. The number was higher in other settings but I’m not going to dig into it too much since there were lots of other variables too—for example, the fact that I had no idea what dyslexia was back when I was first teaching, much less how to deal with it. This is why you send your teachers to teacher school.
Footnote 2: In one case I was actually overwhelmingly inspiring to a student in that 5%. Said student not only did not get along with me but harbored a somewhat irrational hatred for me and studied for math tests essentially out of spite. Well. I’m not training Jedi knights here, guys. If spite and anger leads you to learn calculus, I’m all for it. Of course, one day this student is going to join the dark side and blow up the moon using integration by parts or something and it’d be all my fault.
Wing :: Nov.09.2009 ::
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