Sometimes a single comment changes everything. Sometimes a single sentence has more impact that an entire book of words, concepts, and teachings. Several years ago Todd Lile aimed a single sentence in my direction, and changed the way I taught and viewed education from that day forward. I don’t believe I was doing a bad job before I heard this sentence, but I think that after I heard it, I became more effective as a teacher, and as a coach. What was the sentence? I will get to that in a minute, but first let me tell you how I went about doing things before hearing these 32 words.
Like most teachers, I taught lessons and units backed up by assignments, projects, and assessments. Like most coaches, I required my athletes to be at practice every day in order to compete. Like many teachers I did not tolerate late work, missed assignments, or bad attitudes. Like many coaches I did not tolerate missed practices, substandard effort, or poor sportsmanship.
Like most educators, I expected my students and athletes to value what was happening in my class and at my practices. I expected students to give honest, focused, and committed efforts. They needed to re-schedule other commitments, repress other concerns, and respect my authority.
None of these things made me a bad teacher or coach. Most of the time this was an effective way to get results. I believe that I was a good teacher and coach before Todd ever uttered his sentence, but considering his words gave me the opportunity to be better. Taking to heart this simple sentence opened my eyes to a new educational paradigm. Here it is:
The biggest mistake we can make as educators and teachers, is to assume that what we are teaching or asking kids to do, is the most important thing their lives right now.
In a class of 28 high school students, one of them is bound to be in love and another heartbroken. Several may be from single parent homes with large emotional and financial burdens. Some students are probably day dreaming about an upcoming athletic competition. One might be nervous about getting beat up after school, or in the bathroom. One could be concerned she is pregnant. One might be getting a drivers license today after school. At least 2 students have to pee, and one probably has a fever. One student might be wondering which teacher to anger after school today because she is scheduled to be at both my track practice and at play rehearsal.
I could go on but the point is that, even though what I am teaching today and the workout I have scheduled are important, they are not the most important things in any of my students lives. I should still have high standards and expectations. I should still require homework to be turned in on time and for athletes to be at every practice, but I should also be aware that every student is a complete and complex human being with issues, feelings, and circumstances that I do not understand. I should weigh this knowledge against what I am asking them to do.
Keeping this sentence at the front of my mind allows me to empathize and improve how I communicate. It allows me to keep my ego in check and not view a late assignment or a missed practice as a personal attack. It motivates me to ask questions before making judgments or handing out penalties. Most of all it allows me to teach not only with my head, but also with my heart.
Filed under: Adolescents, Edge-Ucation, High School, Teens Tagged: | Education, high school, important, Inspiration, Learning, teaching
This post is amazing, and so true. Of course there are some students who just don’t care, but I can remember lots of times I’ve had a lot of things going on and wished that a certain teacher could understand that more! I admire both you and Todd for everything you taught me in High School – and the way that you taught it. You both continue to teach me today through your blogs! Know that I’m reading every one!
-Simon
Thanks Simon! You are the best!
This article is truely heart warming. I just wanted you to know that the one psychology class I took with you; made a profound impact on me. Strangely enough I still remeber everything you taught us whenever something of pysch is mentioned in univ.
Mashal
Thanks Mashal! Always good to hear! I hope you are doing well at university!
Amazing comments…….Teachers often complain about the lack of gratitude and apathy from students, parents and administrators alike. Your comments hit home, teaching is a personal job. I mentioned this at my senior graduation. We teach people, but as a teacher we need to consider the person, the individual. They take from us what we give them. A teacher considering the person is a better person as well. They take from us and we take from them. I always think we should take some time to remember what we were like in high school; maybe during lesson planning.
Frances
Frances – I think all the students in your school are lucky to have you around! They know when a teacher or a principal really cares about them and values them as a human being beyond just their roll as a student! Keep leading with your heart and others will follow!
Great statement. One that applies to the work environment and at home too…
Great post and so true. Definitely applies everywhere, not just at school, but at home and at work.
Good luck with the book! I’ll be sure to get a copy when it comes out
Mr. Catalano,
I have been a FLTI student for the last 20 weeks. My personal project is Participate and Graduate.
I am involved in the Westminster High School.
My son is a sophmore their. The participation is so low
it is sickning. Graduation rate at 53% I see a corelation there. I have become Pres of the booster club. I would be interested in any information you have as far as getting students and parents involved in the school.
Thank you, Leo Degenstein 720-641-3880
It’s always good to remind yourself that your kids(students) are people too. After all, ill parents, strained relationships, school politics, new babies, and NCAA March Madness just might be “the most important thing in our lives right now” and not our lessons. I can remember days when what i was teaching wouldn’t even make the medal stand!
Brad – This is so true that I can’t believe I didn’t include this point in the original blog post. How many teachers have given lessons or assignments and just assume/expect it will be the top priority to their students but are not even making their own lessons and preparation a top 5 priority? I know I have been guilty! This is a good perspective to keep in mind!
Tim (and Todd–the original quote-giver),
To a degree, you’ve hit on a real key here. The student’s personal circumstances weigh heavily on his or her receptivity to instruction–heck, they weigh heavily on his or her ability to focus in the midst of a conversation with friends. However, I am sure you are willing to admit that the teaching of maturity plays a role here as well, and part of the maturing process includes: (a) ordering of priorities, and (b) learning to subjugate certain interests to greater demands at least for defined time frames. So if we are more than teachers of subject content (and I’m afraid a lot of teachers aren’t), we would also want to be teaching our continually maturing students how to “choose to attend,” even when they think something isn’t important (because sometimes society does know better) and/or when something is available to them only at a time when they deem it “inconvenient.” The life skill being taught here are obvious: you keep a job by tackling it at least reasonably even when other matters (some of which Brado listed in his comment) press upon your conscience.
By the way, just so you know I really appreciate where you’re coming from, the thing that bothered me most in my many years of classroom teaching was having to give near-adults permission to use the restroom. A school-only phenomenon if ever there was one!
Jeff, very few educators ever could have influenced my life as much as you did. Your points above are bullseye. So many teachers see ordering priorities and subjugating interests as something kids will learn eventually with enough negative consequences – detention, points, grades. Most of our systems are built to apply the negatives. We describe what we don’t want kids to do, or, what is wrong to do. Defining what we want them to do, or, what is right to do – happens less frequently. You did exactly that in our sophomore English class. So often you would spend ten minutes explaining your reasons for an assignment, what you wanted us to learn, and how that would benefit us. Simple maybe but masterful certainly. You talked to me on several occasions about keeping football, basketball, and student government in proper perspective. Like Tim and Brad explained, on so many days those more immediate endeavors took precedent in my life. Because you took the time to speak with me like a concerned wise man to an immature young man, I listened. I sought out your advice on numerous occasions and you found me to give it when I needed it desperately. Remember convincing me to prioritize a four year school above a two year school? You knew me well enough to know my lack of discipline would ensnare me if I didn’t seriously engage in college. I never questioned your wisdom. I acted upon it and my life changed. You always intuitively understood Tim and Brad’s point and like a true educator you met me on the edge of my life and engaged me there. You actually took me to the cliff’s edge on top of Half Dome and the metaphor was not lost on me. You talked to me about what was right and you did it while respecting me as a person. You did that for all of us actually. As an educator, you are exactly the kind of sage guide we are advocating so that many 10,000s of students have those bridges of respect built between teachers and students. When we know who they really are we know how to meet them on the edge, talk to them so they’ll listen, and change the course of their lives in powerfully personal ways. Of your many gifts, all put you in the right spot to seize the teachable moment and make it transformational. I’ve been trying to live up to that standard since 1992 and hopefully will help others do the same for several more decades.
OK, you’ve gone way too far, my man. From my end, I relish the opportunity to exchange ideas in this forum with a young man who I remember as unceasingly inquisitive and thoroughly respectful and his colleague. In recent years, I have added the parent perspective to my overall take, as my own boys have progressed through high school, and I’m afraid I’m a bit of a gadfly when I see teachers missing the obvious when it comes to true teaching (as opposed to relentless assignment giving and scoring).
Yep, theres more to life outside of the classroom. I agree with this, and its also really nice when a teacher takes the time to get to know their students. Just little changes in the classroom can make such a big difference. When you know what your students are like, you know the best way to teach them. Once you get to know your students, don’t be surprised when they start teaching you a thing or two about life.
Twenty minutes ago while wasting some time on facebook, I remembered I joined your group and hadn’t checked it put yet. I read “The Great Rift Part 2″ article since its the one you currently see at the top of the main page and it turned out to be quite interesting to my surprise. I immediately remembered psychology class (which seems to happen more and more as time goes by) on positive and negative reinforcement. Next, I read parts of part 1 which makes a point on tests I have always shared. After that this article’s catchy title made me clicked on it and read it. Although Im no teacher, I totally agree with being conscious of this fact. Somehow i couldn’t listen to the recorded discussions. Congratulations on this project, you have my support. I hope you eventually publish the book and achieve your other goals. Good luck!