Teachers as Guides for Learning

   Recently, I presented to a group of colleagues during a PD day. About two-thirds of the way into the presentation, I realized that I was hardly leading the session. I was not the answer bearer and knowledge imparter. The knowledge and learning was coming from the participants. Each of these educators shared ideas with the group and asked meaningful questions. Each of them brought experience and information to the room that I could not offer. 

   When the session ended, I left the room feeling energized. I could not comprehend exactly how it occurred, but I did know why: We were a community of learners, we taught each other, and we were comfortable sharing what we did not know. That openness with what we do not know is where real learning begins.

   This is what students should be doing in our classrooms, feeling comfortable enough to share their confusions and questions, and then comfortable still with working collaboratively to discover solutions and create meaning. The teacher becomes the guide for student learning. The group of teachers modeled for me this past week what student learning can be, and for that, I am grateful.

Imperfection and Learning

   While recently rereading John Spencer’s article “The Genius of Design” (Educational Leadership, March 2017), this part resonated with me as I continue to rethink the role of coaching in district:

“Genius Hour projects are not guaranteed to go smoothly. In fact, they’re almost guaranteed to have rough patches. There will be moments of frustration and confusion. Some students will lose motivation and give up too easily.

But in the midst of the imperfection, something powerful happens. When students own the learning process, they grow into the reflective, insightful, creative, lifelong learners we believe they can be.”

   You do not have to know about Genius Hour projects in order to recognize what he is saying about learning: it is imperfect. Learning is also confusing, messy, frustrating, and difficult. Nevertheless, in the end, learning is incredibly rewarding and powerful.  

   As you are asked to think about “What’s next?” for you and your students, remember how we ask students to take risks and try new things each day in our classrooms. Remember that teachers also need to be willing to take risks and be imperfect. Being imperfect and taking learning risks doesn’t make us bad teachers; it is what makes us better educators.