Why are we doing this?
Students are practical beings. Their essential question is why are we doing this, or what are we doing today. The teacher should ask herself over and over again why is what I teach the most essential thing my students needs to know?
Think of all of the students who sit in straight rows day after day listening to a teacher teach the same thing that they could read out of a book. How is that valuable? How can anyone believe it is valuable? Charles Schultz coined this with the teacher in all of his comic strips. Blah, blah, blah. As I write, two teachers sit opposite me writing an e-learning module that is not worth the fifteen minutes that they have been talking about it.
There is value in it. Teachers spend hours figuring out how to teach their meaningless lesson. They bring in someone else to consult so that they can flex their intellectual muscles by lifting elementary math problems. Others will join, scratch their heads with looks of consternation. They speak too loudly so that other people can see how hard they work. How intellectually impressive they are.They bring out their calculators to prove their prowess in technology.
Then they return to their cubicles forgetting everything that they just talked about because it is so meaningless. But they have spent so much time talking about it that they don’t want to flush that time away. Still, they inflict their wasted time on a captive audience of unfortunate students day after day.
Don’t get me wrong. I am guilty. I started having lazy days when I lost sight of the essential question. When those days started getting closer, I left. I took a break from teaching two years ago. Now, I want to go back because I have a chance to work in an essential school that puts a student’s essential question at the forefront — where learning is essential for students and teachers.
When I was teaching, I wanted my students to learn so badly. I wanted them own what they learned. I wanted to experience the thrill that comes with learning how to solve a problem. When I had the freedom to run a critical skills classroom, I could do that. At the end of the class, we would talk about what happened, what we learned, and what we were going to do with it.
Then my classes kept getting bigger. The wall that used to open between my classroom and the next was plastered shut. My co-teacher started teaching AP English by himself. Then the textbooks crept in: first ninth grade, then tenth. I stayed ahead of them by teaching 11th and 12th.
When the superintendent sentenced us to textbooks, my colleague asked, what about passion? Does this mean that we teach literature in snippets of cropped fiction, that students will learn that all poetry has notes in its margins? That all writing fits into a series of nice neat little drafts of 500 words — no more no less? The response was yes. The prospect of pre-packaged teaching frightened me, so I ran away.
One more chance
Now I have one more chance. A tiny glimmer of hope that all is not lost. I applied for a job at an essential school that I found tucked away on Indeed (the world’s number one job post site). I went through two interviews. Now, if I prove my passion and my commitment to essential learning in a one-hour Skype session, there is a chance that could embark on a new and essential journey at an essential school.
How will I answer the essential question?