I’m sure I’m doing it wrong

This post was last updated on December 12th, 2011 at 03:16 pm

According to many definitions of good teaching, I don’t qualify:

  • I don’t clearly state objectives
  • If I do state them, they are as fuzzy as all get out
  • I have a hard time measuring student progress
  • My course syllabus changes almost daily
  • I never use tests
  • I constantly stray off topic

There are likely a multitude of sins I have not listed.

Here’s what best summarizes my teaching approach:

Me can be swapped for students. Thanks D’arcy for the graphic.

This is what I want for my students.  While I have many shortcomings, I’m good at finding smart people who are willing to spend time with my students and share what they know.  I’m also blessed to have a number of people in my network that willingly comment on my student’s blogs and encourage them to reflect and learn.

As I work with teachers in K-12, I’m bound to work within a structure that values grades, systematic growth, accountability, and to certain degree uniformity.  Without going into all the details of the implications of these values, I don’t discount them all and work to extract the aspects of … Read the rest