I once noticed a fellow teacher’s Facebook post about how students are excited to have a certain teacher for whatever reason. The post ended with “What a compliment.”
My reply to the thread was, “Is this the compliment that matters most?”
We shape the future—that is about as tried and true as clichés can be, but it’s very true. As we all prepare to start school again, from Mass Customized Learning to Units of Study to Teacher Evaluation Frameworks, there is one thing that never changes above all else. Are the students ready to come back and are they excited to have YOU as their teacher?
Research on reading motivation is abundant and currently there is a push for the engaged classroom, experiential learning, and technology. We can spend hours discussing motivation strategies, allocating district funds towards specially designed programs, reading research, or training teachers to fix specific instructional needs. But, come tomorrow, what makes someone motivated about learning?
Teaching may now be about evidence-based strategies or programs, but one thing never changed—the art of teacher, what you bring to the table.
You see there is a Venus/Mercury, Yin/Yang relationship. We seem to have drifted into a patriarchal or structural system to (bring on the next cliché), “Do what is best for all students.” But if you desire to have students eager to come to school, doing what is best for students requires compassion, the art of the teacher, the matriarchal approach. Let me posit this, how many students do you see know how to read but don’t choose to read? It’s likely those students had the structure (Reading Recovery, Reading Workshop, Reading Street, etc.) and have met reading standards. But have they been nurtured? For instance, does a student spend time with a book or with writing, like it was a doll or a toy car?
Think back and ask, “Who motivated me?” “What motivated me?” “Why was I motivated?” In my formative years, aside from family, I can think of three teachers. Did you ever have that teacher you wanted to have or that teacher who you wanted to recognize you? Do you remember the power of that harmony—the balance between trust, respect, guidance, and encouragement to embrace challenges? Do you remember the love?
Over the summer, I heard a story about a young man who participated in an experiential learning program for some “at-risk” identification. In short, the young man was motivated to learn math. This was evident in that he chose not to go swimming in favor of math tutoring.
What kid chooses math over swimming in the middle of summer?
There is no doubt the young man was motivated to learn math and there is no question that he wanted to be a better mathematician. But why, as the student was heading into grade 7, did things click? Maybe it was the program, but my wager is on the teacher. Somewhere in this experience, trust and respect anchored this relationship. In this was love.
As we start this new school year, some of us are very excited to teach and reveal the world, but some others of us are scared, perhaps as a first-year teacher or a wounded teacher. On that first day, what is the goal? How will students be motivated to learn? The answer is in and with you. How excited is that one student or classroom of students to be in your learning community?
As an esteemed colleague would say, “You are the silver bullet,” not the research, staff development or new programs. If you want students to be motivated and excited to learn, start with you. If you want them to read, teach them how, but journey with them through the “why.” Teach them the mechanics and conventions of writing, but explore with them the majesty of emotions and message. Invite your students to take interest in you. Lead them to believe and trust in you and encourage them to do the inevitable.
At the onset of summer, a teacher whom I consider to be an inspiration said these simple words, “Remember, I chose to be a teacher.” You are the most influential guardian between having to go to school and wanting to go to school. It’s your turn. Remember the art of teaching, remember the love, remember how to inspire students to read or write. Invite them into a love of learning, be it literacy, math, and/or science. Leave the structure, the research, and strategies for you and your colleagues. Work tirelessly for the love of every student. Recant the adage, “The students know who the best teachers are.” In turn, they will give you the greatest compliment in the world—their affection.
Best of luck to all of you. Light fires in the eyes of all students.
Justin Stygles is a sixth grade language arts teacher and IRA Advisory Committee of Teachers (ACT) committee member based in Norway, Maine. He also serves as the state’s Maine Reading Association coordinator. Visit his blog at www.mrstygleclass.blogspot.com.