Who ever is doing the talking is doing the learning

Posted on 01/02/2018 by Marianne

When talking with a third-year teacher a while back, we were talking about the difference between a student-centered class and a teacher-centered class. I made the comment that I think whoever is doing the talking is doing the learning. She sat back and thought for a minute, then said, “my first year teaching I did so much talking, and I learned so much!” She wasn’t so sure the same was true for her students.

This idea of considering who is doing the most talking has helped me many times over the years. It is even a line in my Manifesto on Teaching.

It is easy to talk a lot as teachers. We have a built in audience. We (hopefully) have interesting things to share. We have objectives to teach.

And it can happen to all of us. In our first years we are working so hard to get by, that it can be easy to default to teacher-centered practices such as a lecture with a PowerPoint. As experienced teachers, we can fall behind and want to “get through” material that we may opt for the efficiency of teacher-centered practices.

However, if we are always the one doing the talking what does that mean for our students?

Ya, but…

You’re probably there are many ways to be an active learner besides talking. And we all know that just because someone is talking does not necessarily mean they are learning.

But I do think that if we step back and consider who is doing the talking in our classes it can give us insight about who is learning and what they are learning. It can help us to see if students are at the center of the learning. It can help us to consider how we are making space for students to share their knowledge, experience, and learning. It can remind us to step back and listen a bit more.

In your class, who does most of the talking? What does this mean for the learning and the environment?

Connect Before You Correct

Posted on 09/23/2017 by Marianne

The second line in my teaching manifesto says “Connect before I correct.” I learned this phrase from a colleague who learned it in a parenting class. As a teacher and a mom I tend to notice things. I notice when the door is left unlocked as we are leaving for school. I notice when we need more milk. I notice a new toy in the preschool classroom as I drop off my daughter.

I notice which students are hanging out together before school. I notice which students are breaking dress code. I notice which students are shopping online during class. I notice the student who seems to be off today.

The idea of connecting before I correct is to show that I notice the positive things before I show I noticed something to correct. For example, I could ask a student about how the volleyball match went last night, then later in class ask her about her missing assignment. I could take the time to find out what interests a student most before having a conversation with her about being off task on her device. It could even be a simple “hi, how’s it going?” to a student before asking him to report to the dean for being out of dress code.

Sometimes when we are in teacher-mode we are so quick to point out what needs to change or be done differently. We are quick to correct, hopefully out of a desire to help our students. But we can slow down. We can take the minute, or day, or week to connect first.

As we continue in September and this start of the new school year, I am reminded each day the power of connecting with my students. Having a one-on-one conversation can be hard in a high school when I have so many students in one day. Even still, it is absolutely worth it. With each day of the school year I am able to connect more and more helping my students to feel welcomed and valued.

This is not to let students off the hook. Rather, it is to remember they are people. There is more to them than just want needs to be corrected. When could you take more time to connect before you correct?

Start with a Question

Posted on 09/17/2017 by Marianne

How many times do I need to learn this lesson? How many times have I left a meeting wondering where I went wrong, only to realize if I would have started with a question I would have been much better off? Too many. That is the answer.

My wise colleague, Julie, taught me this phrase. She always considers how she can start with a question, whether in conversations with students, colleagues, or parents. As Julie and I have discussed this idea over the years, we have come to recognize that starting with a question creates an inviting atmosphere and an opportunity for dialogue. I believe in this idea so much, it is the first line in my Manifesto on Teaching. Starting with a genuine, thoughtful question can help you to not get too stuck in your assumptions. As the stoic philosopher Epictetus said, “We have two ears and one mouth so that we can listen twice as much as we speak.” Listening is key, and starting with a question can help.

Last school year, I left a meeting feeling like I had been harsh and not understanding of a colleague. I was retracing the conversation to figure out what went wrong. As I remembered how the meeting started, I realized that I had started by jumping in with my own idea. I came across as not recognizing the good work my colleague was already doing. Instead of being helpful, I came across as a know-it-all. Needless to say, the tone I had then set for the meeting was less than ideal. As I reflected, I realized that if I would have started with a question the entire conversation would have felt differently.

Even starting class with a question can help draw students in. My classes start each day with Bell Work. I have a question posted on the board and the students respond to it for the first few minutes of class. At its best bell work can draw students in, help ensure a smooth transition to class, and provide a jumping off point for the lesson. (At its worst, bell work can be a wasted of time that feels like a busy work task that students despise. More on that in a future post!) Starting with a question honors our students perspectives and gives a space for student voice.

I have a feeling this lesson is one I will continue to learn. It can be hard to not jump right in with your own voice. But, over and over I remember, starting with a question is a great plan. When do you need to remember to start with a question?

Talking Manifestos with Gretchen Rubin

Posted on 09/09/2017 by Marianne

One of my favorite authors, Gretchen Rubin, loves to share about manifestos. A manifesto is a statement to detail one’s beliefs on a topic, such as marriage or your profession. Gretchen (we are not actually friends on a first name basis, but I’m such a huge fan I feel like I actually know her) has written a happiness manifesto, a habits manifesto, and even a podcasting manifesto.

When her podcast was doing a live show in Seattle, where I live, I was over the moon! I quickly bought tickets along with my sister and good friend. As part of the podcast they invited listeners to submit their own manifestos. As a dedicated fan, I took this opportunity to write a manifesto on teaching. I emailed it in, got a thank you from Gretchen, and then didn’t hear anything else.

on stage with Elizabeth and Gretchen

Fast-forward to an incredibly rainy October night in Seattle. My sister, friend, and I were sitting in Town Hall, after a wonderfully fun dinner, thrilled to be seeing Gretchen and her sister, Elizabeth Craft. As the podcast taping continued, Gretchen introduc ed the idea of manifestos and said they were going to share a couple that listeners had sent in.

All of the sudden I look at the screen and it says “Mrs. McGah’s manifesto on teaching.” My sister screamed in excitement. I was in shock. Gretchen Rubin was calling my name! She asked if Marianne McGah was there and I raised my hand (total teacher move!). They invited me to come up on stage and I sat in a bright red armchair, right next to Elizabeth and Gretchen. I couldn’t not believe it! I was freaking out!

Gretchen invited me to read my manifesto and explain a couple lines. If you want to hear the podcast episode check it out here: Live from Seattle!

It was such an honor to share my manifesto on the podcast. And I was so thankful that Gretchen had inspired me to write it. Putting my core beliefs about teaching into words was a powerful reminder of my vocation as an educator.

So, here it is: Mrs. McGah’s Manifesto on Teaching

Start with a question
Connect before I correct
Whoever is doing the talking is doing the learning
Do not eat free food (unless it is an entire meal)
Develop skills over facts
Technology is a tool
Assume positive intention
Not how smart are you, but how are you smart
It’s not about me, however…
I am a role model in all that I do (whether I feel like it or not)

In the coming blogposts, I will explain in more detail about these statements. Until then, what would you like to write a manifesto on? What statements would you include?