Which is Better, Rewards or Punishment?

Trick question, neither. How to parent. And teach. And coach. And change the world for the better.

“No matter how irrational or difficult a (parenting) moment might seem, we can respond in a way that says: ‘I see you. I’m here to understand and help. I’m on your side. We’ll figure this out together.'”

The book.

Some PTA’s Paying Teachers’ Salaries

Like in Seattle Washington. Here’s the district’s rationale.

Many well-to-do parents’ fear their children will not enjoy the same economic privilege they have. That anxiety explains a lot of the inequities embedded in our public education system. In fact, I’m surprised super wealthy parents in the U.S. haven’t followed the lead of the super wealthy 30-something Chinese parents I met twenty years ago in a Beijing suburb. Focused intensely on English language instruction, those parents built a K-8 boarding school specifically for their children. It was a weird, disconcerting place, but I bet the teachers made quite a bit more money than their public school Chinese counterparts.

I wonder. Why haven’t any multi-millionaire parent groups (that I know of) created schools exclusively for their children staffed with teachers making $200,000/year? I suppose the answer is they feel the best public and private K-12 schools are good enough. If that changes, I will not be surprised. And yes, I will say, I called it.

 

Why Teach?

When asked why teaching, one recent applicant to the teaching certificate program I coordinate said, “Because I have to REALLY get out of retail.” I wanted to stand up and yell, “STOP dammit! Stop! Thanks for coming and good luck making retail less stultifying.”

Most applicants are pulled, rather than pushed into the profession, but their reasons still routinely speak to ulterior motives.

• “I’m a good story teller and students’ find me engaging.”

• “I love when the light bulb goes off when a student learns something new.”

• “It will be nice to have the same schedule as my children.”

That’s understandable. I recently wrote that everyone cares about compensation, benefits, work-life balance, but I’m waiting longingly for a prospective teacher to say something like this:

“I want to become an educator because I have a hunch that teaching is a continuous exercise in selflessness and I want to learn to lose myself in service of others. I’m an impatient listener and prone to self-centeredness. I want to learn to listen to young people in ways that help them fulfill their potential. I suspect teaching will provide me the opportunity to become not just a positive influence in young people’s lives, but also a better person, friend, partner, and citizen.”

I suppose, if that more Eastern starting point leads one to ask, “Relative to others, how well are you serving others and modeling selflessness?” practicing selfless service to others could turn into a tail chasing, self-regarding exercise. “Too bad others aren’t as selfless as me.” Ego is a perpetual trap.

Despite that conundrum, I’m wondering if I should add this tagline to our Teaching Credential Program’s promotional materials, “People with Buddhist sensibilities are strongly encouraged to apply.”

 

 

Why Teaching in the United States is Exhausting

Lower secondary (middle school) teachers spend 26.8 of their 44.8 hours directly engaged with students in classrooms. Among developed countries, that’s the most instructional time in the world. In other developed countries, teachers average 19.3 hours of instructional time out of 38.3 total hours.

In the U.S., the challenge is how to reduce the quantity of instructional time in the interest of improved quality of teaching and learning.

The data is here.

This weekend, be nice to your mother and a teacher or two.

Wisdom From a Life of Teaching Piano

Behold my favorite teaching essay of recent vintage from the unlikeliest of publications. Thank you Byron Janis for the perfectly timed reminders about what teaching excellence entails. If you teach, coach, or parent, this is a concise treasure trove of insight. He writes:

“To me, the most important challenge a teacher must confront is keeping an open mind. One must convey knowledge and artistry without overpowering a student’s sense of self. That talented ‘self’ can develop only when he or she is not over-taught. One must know when to teach and when not to teach.”

And when to coach and when not to coach. And when to parent and when not to parent. It’s the very rare teacher, coach, or parent who avoids overpowering their students’, athletes’, or sons’ and daughters’ varied senses of self.

“During the course of my instruction Horowitz also made a very important point. ‘You want to be a first Janis—not a second Horowitz.'”

“. . . talented students must be taught that they are not only pianists but artists, and to create, not imitate. They should be shown that inspiration comes from living, experiencing and observing life, the real as well as the imagined.”

Twenty to thirty years ago, schooling in the United States shifted focus to standardization of curriculum, teaching “best practices”, of most everything. Consequently, we don’t foster creativity very well. Not only do the arts suffer, but our culture. Janis’s radical musings point a way forward.