Student Teaching and Thought Dissection

Teaching seems like an easy job to much of the general public. Stand in front of a classroom of kids and talk. Pundits think that anyone who has content knowledge, say, an engineer, can go into the classroom and teach that content. It seems easy, until you've witnessed the disaster it can become.

Luckily, I've had two very good student teachers. There is really nothing to prepare a person for the first day/year of teaching. We get thrown in the pool and sink or swim. Most swim. Some become Olympic-level teachers. But I've also watched other student teachers, often those changing careers, flounder and sink in the classroom. I can't quite put my finger on it, but there is something in the profession of teaching that some people just cannot do.

Having a student teacher is coming full circle. It was the first time I could see myself in that role many years ago and reflect on the successes and failures since then. It is a marvelous opportunity to step back and observe, and the time to ponder my own teaching style, beliefs, and hopes for the future.

The conversation with student teachers has also been a stimulating professional opportunity. Some of that conversation revolves around their perception of my teaching, as they struggle to identify and develop their own teaching personality. The experience can be a clinical setting for professional change.

Both times with student teachers I also collaborated with another supervising teacher as well, and that added another whole dimension of collegial collaboration that I had not quite experienced before. As summer turns to fall yesterday, it was an auspicious time to consider the seasons of a teaching career. Accepting the challenge of mentor and colleague in addition to the classroom teaching has been a wonderful seasonal change for me.

The difficult and unpleasant part of that professional season is also counseling out of the profession those who cannot seem to function in the classroom, even with significant and genuine support. Difficult, but necessary. Looking at 30 or so student faces waiting for a competant educator makes it easy.

Well, easier.

Teaching is even more difficult than learning. We know that; but we rarely think about it. And why is teaching more difficult than learning? Not because the teacher must have a large store of information, and have it always ready. Teaching is more difficult than learning because what teaching calls for is this: to let learn. The real teacher, in fact, lets nothing else be learned than – learning.
(Heidegger, 1968, p. 15)

When Friends Fight

First and foremost, I believe we have to admit that we live in a culture that idolizes fighting. You don't have to look far or for long for examples. Yet, the examples are usually battles between enemies. Even the correographed Wrestling pits fantasy enemies against each other--good and evil.

Over the years, I've had several examples of conflict escalating into--almost--physical confrontation in the classroom. Each time, it wasn't the bitterest enemies, but rather close friends or teammates that start out with what we would consider "teasing" and end up with fists closed and ready to prove . . . something. I'm sure that a partial explanation is that those closest to us hurt us the most, and fastest.

What do you do when (usually boys, but not always) they have already made a scene in class? Obviously, some kind of discipline is necessary. Deterrence for other students. Does it make a difference that I know they are friends, or should I treat it objectively, as if it were any kind of fight or confrontation? The later is the obvious justifyable choice. It also takes it out of my hands more or less immediately (except for the incident paperwork).

The former, that I take into consideration the circumstances and their friendship is the riskier road. It is the role of a counselor, rather than disciplinarian. I think the risk is worth the outcome of authentic conflict resolution, rather than implementing a grid of disciplinary action. It is not only the riskier road, but the harder road. The problem stays in my hands, and in the classroom. Not implementing the disciplinary code may make me look weak, a pushover.

So the counseling has to come with a strong dose of fear, remorse, and public (classroom) confession as a class warning.

Which puts the teacher in the perspective of an adult with legitimate authority, handing off the problem through discipline, or a contrite apology to the class from the perpetrators for the poor behavior and disruption? It is a judgement call with so many considerations and variables (and variations) that I don't think anyone can offer definitive advice.

I do know that ignoring it isn't an option. That is a disaster for everyone.