In a few days time, I’ll be heading north for ten days worth of cycling in Quebec, and while there’s much that I’m looking forward to—the scenery, the food, the sound of French, the feel of cobblestones beneath my feet—I’m also looking forward to how cycling frees my mind to wander and ruminate. In particular, I’m hoping to ponder the two questions in this post’s title: Who do we want our students to be? and Who do they need us to be? They’re questions I’ve been considering using to frame my next book on reading, where I’m hoping I can deepen, expand and explode what’s become the given language of the day: that we want our students to be career and college ready, with our teaching directed at making even our youngest students mini-academics, scouring complex texts for evidence to plug into tasks that we, as teachers, assign in order to determine if a student has met one or more particular standards.
For me, this nifty graphic from venspired.com captures some of what I think our students need us to be: teachers who are mindful of the fact that we teach students, not curriculum or Standards, and who know that we can meet those other expectations in a deeper and more meaningful way if we listen carefully to what students are saying and build their learning from there in a way that allows them to construct their own understanding, not just take on ours.
I’m quite sure that many of you reading this have ideas about these questions as well, and with summer upon us, you might even have time to share some of your thinking here. If so, please click on the reply link at the bottom of this post and type away. And if you want more food for thought—or just have a little more time on your hands now that it’s July—here’s three links that in different ways explore those same two questions:
If you missed Sir Ken Robinson‘s keynote address at last year’s NCTE Convention, his TED Talk video on “How to Escape Education’s Death Valley” will bring you up to speed. In addition to expressing his deep belief in teaching as a “creative profession,” not “a delivery system,” he makes an impassioned plea for reorganizing schools around the three principles he believes are what allow human beings to flourish: diversity, curiosity and creativity.
If you’re like me, there may be many articles, blog posts and videos you mean to get to but don’t because of time. Fortunately, though, I’ve finally had time to catch up with A Year at Mission Hill, a series of videos that chronicle a year at a remarkable public school in Boston. All ten chapters are amazing but for the purposes of this post, I invite you to watch the inspiring “Freedom to Teach,” which ends with teachers singing a song that includes these critical words: “You can give them your love/but not your thoughts/They have their own thoughts/ They have their own thoughts.”
And finally there’s this from my colleague and friend Renée Dinnerstein whose early childhood education blog Investigating Choice Time: Inquiry, Exploration and Play has tons of implications for those of us working in other grades. Her most recent post “Hurt No Living Thing,” for instance, looks at the unintended consequences of well-intentioned behavior management charts, and along the way has lots to say about how to create the kinds of classrooms where students can emotionally, socially and academically develop and grow and thrive.
Here’s hoping you find some inspiration—or affirmation—here then share your thinking below. And now . . . I’ve got to pack!