From my article, "Teaching is Not Rocket Science; it’s More Important"

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In all the discussions of testing, common core curriculum, distance learning, hybrid, on-line, assistive technology, contextualized learning, participatory learning and other "new" and "improved" techniques and jargon, what really matters to be an affective teacher is being drowned out. To be a good teacher you don’t have to be a master of technology, create dozens of “innovative” hands-on lessons, be the master of online lesson creation, have read everything ever written by Paolo Freire or know all the objectives in the common core curriculum. No. Beyond knowing your subject well, you need something more fundamental and human.

To be a good teacher you have to listen. You have to listen to not only the words spoken by the students but to their body language. You need to listen to the shrugs, the sighs, the rolling eyes, the smiles, the signs of understanding, the signs of confusion. And you must respond and be able to respond with patience and true caring. You can’t feign caring, with children nor adults. They know when you don’t care.

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For many of you, this is all logical and sensible. I wish the heads of local, state and national education departments understood this. Instead of creating new jargon in an attempt to boost the profile of the discipline of teaching, some common sense language about how to reach students is needed. Instead of creating a national set of standards for schools, as if students were all the same, we must acknowledge that each student is an individual, glorious puzzle with their own set of needs and values. Instead of forcing more technology on teachers or new software platforms, a refocus on what is really important in the classroom is warranted.

Peace,
Tex Shelters