The Educational Experiences That Change a Life

Almost a year ago now, I shared a blog challenge by Brad Patterson with you.  He set two challenges:

1) Challenge one: what is your “teaching is like____ ” metaphor?

2) Challenge two: what experience, activity, or lesson that is completely non-teaching related has brought more to your classroom than anything else?

I told you that for me, teaching is like gardening.  

I still haven't shared my answer to the second challenge.  

I must admit that I find it difficult to pin down one experience, activity or lesson that has brought more to my classroom than anything else.  

Anyway, back to the subject of today's post.  I was looking for something in my 'For later' bookmarks folder and came across a New York Times article that I'd saved a good while back.

'The Educational Experiences That Change a Life'.

I re-read the article - a collection of short stories and explanations by various people, and I thought I'd share one or two of their experiences with you.

Chris Kim

Just Ask. Then Keep Asking.

By LISA RANDALL, professor of physics, Harvard University and author of "Knocking on Heaven's Door"

I was shy the way many geeky girls can be. Professors hardly noticed that they rarely answered girls’ questions before some boy who didn’t actually know the answer interrupted. But a professor who later became my adviser gave me the best advice I ever received, which was to not be afraid to speak up and ask questions. Suddenly teachers were speaking directly to me, and my questions were usually good enough that I could detect the relief of other students who actually had the same ones, reassuring me I was doing the right thing. Now, as a professor, I know not to see classes as passive experiences. The occasional interruption keeps people engaged and illuminates subtle points, and in research even leads to new research directions. Just participating and questioning makes your mind work better. Don’t you agree?

The comment Lisa makes about boys interrupting girls brought to mind something my RSA Diploma Tutor said - that teachers statistically tend to pay more attention and listen to things boy students say in class.  I have always made a point of trying to listen to everyone and give all my students attention, even if they don't stick up their hand and ask.  There are always ways of (and moments for) reaching even the shyest, quietest students.

One or two of the other things Lisa says are worth bearing in mind.

 a professor who later became my adviser gave me the best advice I ever received, which was to not be afraid to speak up and ask questions.

Now, as a professor, I know not to see classes as passive experiences. 

Just participating and questioning makes your mind work better.

In the second short account that I have chosen to share with you, Michelle Rhee highlights the fact that in our classes, we have a wide range of personalities and types of students. It is important to reach and engage them all.  I think my analogy to gardening also mentioned this fact - that we need to be aware of the varying needs of our students to help them flourish.

Randy Sager

Calvin in Motion

By MICHELLE A. RHEE, founder and chief executive, Students First

When I was teaching second grade in Baltimore, there was an adorable but disruptive boy in my class named Calvin. He talked over me, talked over his friends and couldn’t participate in an appropriate way. I was constantly urging him to sit still and be quiet, and I even held one of those awfully serious what-do-we-do meetings with his father. Nothing worked. Until the day I put a dustpan in Calvin’s hand. It all started when he threw a pile of pencil-­sharpener shavings all over the room during story time. I gave Calvin the dustpan and a brush and told him to clean up the mess. Then, I proceeded with the story. As I read, I heard Calvin mumbling while he twirled around with that dustpan. After a few minutes, to my astonishment, I realized Calvin was answering my questions about the story. He sounded like a model student. Never before had I imagined that I would get Calvin on task by telling him to do an activity that was entirely unrelated to my lesson. Because Calvin was a kinesthetic kid, or a physical learner, he could only focus on school if he was up and moving. From that day on, Calvin would play with manipulative toys and sometimes even take a lap around the classroom while I was instructing. He taught me that all kids learn in wildly different ways and that all children are reachable and teachable.

For me, I would say that I had two teachers who changed my life - and certainly led to me interest in languages and teaching - Mrs Luscombe, who was my French teacher in my second year of grammar school.  She somehow managed to convince me that languages were my 'thing' and inspired me not only to learn as much French as I could, but also to start improving and excelling in other subjects too.

And the other teacher - Mrs Martínez.  She walked into the second year of our 'O' level Spanish class.  We were due to take our exam 2 months later.  Our previous teacher (whose name I can't remember - wonder why?!!!) had taught us Spanish by saying things like 'This is un lápiz'.  I don't think she ever said a whole sentence in Spanish.

Anyway, Mrs Martínez burst into our class, speaking in Spanish from the first moment.  She was appalled at how little progress we'd made after 9 months of class, but egged us on and brought along Mr Martínez after school to give us conversation practice.  The whole class got A's!  

For me, a great teacher manages to convince you that learning is achievable, not without hard work, but reachable.

There is nothing more rewarding than bumping into a former student (or their parents) and them telling you how useful English has been to them and that they still remember your classes!