Sharing the chocolate of teaching and learning
More education happens over warm Diet Coke, cold coffee, and chocolate than the experts ever realized. A recent study, discussed in this Edweek article [I hope this is the correct link for the free access version], demonstrates the positive effect that “top notch” teachers have on peers, especially in informal, side-by-side teaching relationships. The full study will be published in the October American Economics Journal: Applied Economics. Not surprisingly, good teaching not only rubs off on teaching peers but also extends to improved achievement by the students of those teachers.
I can hear teachers nodding their heads as they read this. The comments from teachers in Edweek are a palms-up “Well, Duh!” Ask any experienced teacher to think back on the best teacher-peer he/she* ever knew. Now ask her to close her eyes and picture that teacher’s class in action. Though she likely was never actually in that teacher’s class, she will tell you what must have happened there. She will describe the kids’ reactions, the sounds she heard emanating from that room, the projects hanging in the hallway, the conversations overheard on the playground or between students as they left for the bus or came in from THAT teacher’s class. Watch her eyes pop back open, then glaze over, as she tells you about what THAT teacher’s kids DID. Then she will probably tell you which ideas or lessons she borrowed from THAT teacher and how grateful she is for the additions to her repertoire.
The study does not delineate the how and why. I love the comment by Linda NBCT Science about the first 15 minutes after the kids leave as precious professional development time. She underscores the real “stuff” of teaching. It is that “stuff” that experts may have discounted until now.
So I venture some hypotheses on why elbow-to-elbow exposure to teaching excellence permeates like the smell of burnt coffee in the faculty room:
Misery loves company? To some extent, seeing how somebody else copes helps you cope. But it is more than that.
Competition and not wanting to “look bad”? If this is all that motivates a weaker or novice teacher, he/she will not last long in the profession.
Providing a concrete vision of what learning can look like — over time and in empirical, visionable, practical form so it can be absorbed and verified? That’s it. If you see the evidence every day, you notice it gradually. You tune in and learn from observing it because you are curious, not because someone made you have a meeting or attend a workshop about it. A motivated teacher may not have the inherent vision to imagine these new ways of teaching and learning, but she knows it when she sees it. Like our students, we each hit that teachable moment at a different time. The prolonged and low-key exposure to teaching excellence, along with a little shared chocolate and warm Diet Coke, goes much further than any graduate course, inservice day, or external motivator.
If you are THAT teacher, pick up a bag of Hershey Kisses or M&Ms this weekend for the faculty room. If you are the teacher still looking for inspiration, you might want to share your Diet Coke to go along with that chocolate.
*I use the feminine pronoun simply because I am too lazy to use both he/she. No gender assumptions or implications intended here.
I was one of the teachers nodding as described here! First, I laughed at the amount of Diet Coke and chocolate consummed by my peers and me as we discuss and collaborate and, yes, sometimes cry, together! For some I think you are right in that “misery loves company” and that often we do not want to “look bad,” but more importantly, we do all have an idea of what learning should look like and we do see it everyday in different ways and at different moments. While we all might be teachers and lifelong-learners, we all learn differently and bring such valuable insight into our Professional Learning Communities (PLCs)! I have experienced moments of sheer frustration at times that my students just can’t get a concept, when one of my peers suggests another way of teaching it! Wow! What a concept that I might be the “problem” not my students! Now, I have come to lean on my peers for ways to teach things BEFORE I start teaching it, gleaning from each new and different ways of presenting it, so that I can offer my students a variety of meaningful learning experiences right away. That has made learning in my classroom so much more powerful! I think I am going to take chocolate AND a Diet Coke to my next PLC meeting…I am both the motivated teacher AND I don’t think I will ever stop looking for more inspiration!
Comment by Holly Eglin — September 9, 2009 @ 8:47 pm
Holly-
Thanks for validating and adding your own illustrations to my post. You are so right that motivated teachers play BOTH roles. I wonder how the next “study” could delineate that two-way process in a more meaningful way instead of researching the “good teachers” and those who benefit from their expertise as a one-way street. Our conversation here is exactly what teachers do for each other. Consider this a virtual hunk of chocolate for your comment!
Comment by Candace Hackett Shively — September 10, 2009 @ 7:04 am
You are right, Candace…it is not just “good” teachers or even “seasoned” ones that bring great ideas to the table. I am in a master’s program for Integrating Technology in the Classroom and I have been able to glean so much from “young” teachers in the area of technology alone! I am learning a lot this year, even though I am in my ninth year of teaching!
Thanks for the virtual chocolate…I think I’ll be having a lot of it this year!
Comment by Holly Eglin — September 13, 2009 @ 7:46 am
[…] http://blog.teachersfirst.com/thinkteach/2009/09/04/sharing-the-chocolate-of-teaching-and-learning/ […]
Pingback by “The Chocolate of Teaching and Learning” | Emily Lesch — September 21, 2009 @ 2:10 pm