The Northwest Voice

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In the world of education, terms are sometimes skewed, or even obfuscated (a nice SAT word meaning “obscured”). The same sort of thing can occur when in discussions over the terms “teaching” and “learning.” These two terms are endemic to education, but are not inclusive toward causality. Just because there is teaching going on in a classroom does not mean that it causes any learning. Students and teachers bear individual and joint responsibilities in education. It has been said that teachers teach and learners learn. But wait a minute — are these two processes to come across as separate? Could it be that we do not provide enough emphasis on students taking hold of their own learning by assisting others and self-teaching?

Does it bother anyone else that too many students use the words “I can’t do that,” or “It’s too hard” when faced with the task of learning? Some students resent that they could even be made to think at 7:45 a.m. On the flip side, does it cause anyone concern when teachers claim, “Those students are not motivated to learn,” or “This class just does not have what it takes to learn the material”? Teaching and learning occur best when the hard work of thinking is involved, and not the toleration of excuses.

In many California schools, teachers will face large class sizes in the next academic year due to budget cuts and funding streams drying up. More expectations from the state, with fewer resources with which to meet them, do not help either the teacher or the student in the classroom. During difficult times, according to Julie Landsman, et al., “Teachers create a network of peers to rely on when times are tough.” Good teachers learn to adjust. Soured teachers perfect the art of griping, and find ways to do as little extra as possible.

Educators should move in a positive direction as much as possible and find ways to adjust to all circumstances. I am fortunate to serve at an excellent school with some of the best and brightest students and teachers. What motivates us is the engagement of the students’ brains and the results of their thinking.

What then are teachers and students to do in efforts to accommodate changes for next year? One genuine substantive thing we can learn is how to teach and learn in a collaborative network, where all involved share the burden of education. Another means to achieving this is to generate some new ideas on peers enhancing student thinking and learning in the classroom. And let us not forget about parents in this equation of teaching and learning. Changing our thinking a bit in the upcoming years might be uncomfortable. But thinking together and working in tandem might very well yield something very good out of a very difficult situation.