Unit 2 - Assignment: Do we teach as we are taught? - "Yes!"

Do we teach as we are taught? - "Yes!"


My answer to this question is "yes!"

     At one time or another, and in all parts of the world, each of us has been a student of formal and informal learning experiences. I believe most of us will agree some past learning experiences were better than others. Any well-meaning and aspiring teacher will have reflected on their own learning experiences and could reasonably be expected to adopt and model those lessons deemed "higher" in value and in line with "best practice". This is understood as teaching from how we are taught.

     Other learning experiences, which may be deemed "lower" in value can also be understood as "teaching from how we are taught" because they reveal what *not* to do, or repeat with your students. Again, any well-meaning teacher can reasonably be expected to dismiss poor teaching practices and avoid these lessons of teaching. Quite literally - we are taught what *not* to do.

     The case may then be made that with either of the aforementioned approaches: 1) "best practice" or 2) some lesser variant, both situations represent "teaching how we were taught".

     Some might raise the issue that "best practice" can be stylistic and subjectively interpreted depending on the student demographic, background, experience etc.  I would agree to this in some cases. For this reason, my above argument is meant only in the most generic context. All stylistic differences aside, and accepting that there are many effective ways to teach, there are fundamentals that have proven timeless. For example, having clear lesson objectives to support assessment and using varied approaches to better match the mix of student learning. The above observations are made with the assumption that teachers are "consciously competent" and not "unconsciously incompetent". By this I mean there may be well-meaning teachers using what they believe to be sound principles where they are in fact, not.  This is why as teachers - we have to remain constantly "reflective" and questioning as perpetual education "students" ourselves.

     A narrative to help illustrate my own experience with the above, involves my earliest transition from being a seasoned "presenter" to new "teacher". I was mortified at how ignorant I was specific to teaching. After delivering presentations for some time to many large audiences, I recall a review of several lesson plans I was given in my first formal teaching assignment. The details and thought that had gone into the lesson plans were far reaching. The experience of many past teachers had been built cumulatively into the lesson plans. In that moment, I realized how technical and structured teaching was. It was eye-opening, terrifying, and exciting all at the same time. I resolved to learn more about teaching. But where to start?

     I immediately began to reference my own formal and informal educators. Specifically, two incredible high school teachers and one university professor that changed everything. Why were these influencers extraordinary? It was how they worked with me - from where I was in my own knowledge of things (I had gone to over 10 different schools and even quit at one time), how they communicated ideas and examples, how they challenged with probing questions, and how they helped me better see other perspectives.

     I also referenced a couple of teachers who were well meaning - but taught me core teacher lessons in what *not* to do. Specifically, how not to facilitate certain (problematic) classroom behaviours, how not to evaluate *before* teaching, and how not to be unprepared for a class.

     In closing, I can only hope that my efforts and willingness to continue as a student of education will help reveal those obvious blind spots and help me progress further along a spectrum from "conscious incompetence" to something more worthy of my students...