As we discuss leadership and technology, we have to remember that teaching is a complex endeavor that requires minds that move beyond discrete evidence like checklists and test scores. As seen in the clip below, there is something far more subtle going on in classrooms that defies calculation and quantification.
On other posts we have debated time and qualification challenges in an age of increasing accountability. But, these dialogs force us to simplify teaching into homogenized measures that may be less important that some of the more critical aspects.
The New York Times challenges us to consider the more complex and systemic issues in teaching in their recent article on “Building a Better Teacher.” There are many embedded links that will take you to critical content in addressing the “art” of teaching in a more comprehensive way.
A perfect example: The Uncommon Schools initiative.
Here’s an example:
What we learn from this and countless other examples is that there is in interplay of skills that constitutes good teaching – and ultimately the measure of good teaching is in the ability of students to articulate their learning as in the first example above.
Students must engage their learning. We’ve known this for decades. China and India understand this as they move to escape hundreds of years of testing and sorting. America still has the advantage. Can we hold onto it?